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Volunteering –

The Business Case


The benefits of corporate volunteering
programmes in education
Image: THP Photo Imaging

May 2010
Volunteering –
The Business Case
The benefits of corporate volunteering
programmes in education

Corporate Citizenship
5th Floor Holborn Gate
330 High Holborn
London WC1V 7QG

Tel: 020 7861 1616


Fax: 020 7861 3908

www.corporate-citizenship.com

May 2010
Volunteering – The Business Case

Volunteering – The Business Case is published


by the City of London. The authors of this report
are Andrew Wilson and Francesca Hicks of
Corporate Citizenship.

This report is intended as a basis for discussion only.


Whilst every effort has been made to ensure the
accuracy and completeness of the material in this
report, the authors, Corporate Citizenship, and the
City of London, give no warranty in that regard
and accept no liability for any loss or damage
incurred through the use of, or reliance upon, this
report or the information contained herein.

Cover photo: Nomura’s Japanese Club at


Oaklands School

May 2010

© City of London
PO Box 270, Guildhall
London
EC2P 2EJ

www.cityoflondon.gov.uk/economicresearch
Volunteering – The Business Case

Contents

FOREWORD 1
Contents
Executive Summary 2

The Purpose of the Research 2

Key Findings 2

Outputs and Next Steps 3

1. Context and Methodology 5

1.1 Background to the Research 6

1.2 The Research Questions 6

1.3 Participating Companies 7

1.4 Developing the Assessment Process 8

1.5 Developing the Competency Framework and Evaluation Tool 9

1.6 Lessons from the Data Collection Process 10

1.7 Results and Analysis 11

1.8 The Companies Involved in the Research 11

2. Understanding the Skills Developed through Volunteering 17

2.1 Introduction 18

2.2 Existing Literature 18

2.3 Motivations for Volunteering and the Impact on Job Performance 21

2.4 Developing Specific Skills and Competencies 22

2.5 Skills Development and Type of Volunteering 23

2.6 Aspects of Volunteering that Support Skills Development 27

2.7 Conclusions 30

3. The Wider Personal Benefits of Volunteering 33

3.1 Introduction 34

3.2 Existing Literature 34

3.3 Impact on Career Development 34

3.4 The Personal Impact of the Volunteering Experience 35

3.5 Additional Benefits of Volunteering 36

3.6 Conclusions 37

4. Corroborating the Skills Gain 39

4.1 Introduction 40

4.2 Line Managers’ Overall Impressions 40

4.3 Assessing Skills Before and After Volunteering 42

4.4 Conclusions 44
Volunteering – The Business Case

5. Understanding the Financial Costs of Development Gains 45

5.1 Introduction 46

5.2 Existing Literature 46

5.3 Our Approach to the Research Question 47

5.4 Building Skills through Training and Development 47

5.5 Building Skills Through Volunteering 51

5.6 Comparing the Cost of Developing Skills Through Training and Volunteering 53

5.7 Observations on the Findings 54

5.8 Conducting a Full Cost / Benefit Analysis 56

5.9 Conclusions 57

6. Case studies 59

6.1 Introduction 60

Case Study One – Deutsche Bank 61

Case Study Two – Accenture 64

Case Study Three – BNY Mellon 66

Case Study Four – Nomura 69

Case Study Five – Investec 71

Case Study Six – Freshfields Bruckhaus Deringer LLP 73

Case Study Seven – Société Générale 76

Case Study Eight – Financial Services Authority 78

6.2 Lessons Learned from the Case Studies 80

7. Conclusions 83

7.1 Introduction 84

7.2 Lessons from the Research Findings 84

7.3 Lessons from the Research Process 86

7.4 Concluding Remarks 86

Acknowledgements 88

References and Bibliography 89

APPENDIX A – Aviva UK Volunteer Research Results 92

APPENDIX B – Retrospective Survey 94

APPENDIX C – Before and after survey 97

APPENDIX D – Line Manager Survey 100

APPENDIX E – Skills Developed Through Specific Volunteering Activities 103


Volunteering – The Business Case

Foreword

The positive effects of employee volunteering on competencies of staff in areas that are relevant to
the community sector have long been recognised the business. Not only has the research shown that
but there is less understanding of the benefits that all forms of education volunteering can develop
volunteering can bring to a business and exactly staff skills but it also provides evidence as to which
how this happens. volunteering opportunities afford the best
development in each competency area.
Generally it is reputation, staff retention, motivation
and recruitment that are cited as the key benefits. The research is particularly useful in furnishing a
Less commonly mentioned is the effect that detailed breakdown of those skills which can be
volunteering can have on developing staff. developed through volunteering activities, how
they can be developed and to what level.
Notwithstanding a lack of research this benefit was
widely held to exist. Indeed the City of London For itself, the City of London will use this research to
Corporation has worked for a number of years to increase linkages between volunteering and
align our own internal volunteering programme Learning and Development, ensuring that staff
with learning and development, as we believe take advantage of the full range of benefits that
that staff not only have skills to share but also skills community involvement offers.
to gain through volunteering. We also believe that
strong community investment has a strong part to But I hope that this research will also find a wider
play in a successful business. use as a practical tool. Not only does it give
organisations the evidence that they need to
Clearly the premise needed testing and in order integrate volunteering into staff development
to do this the City of London Corporation programmes, but it also provides the tools with
commissioned Corporate Citizenship to undertake which to measure skills growth.
the following research which looks at the impact
of volunteering on employees’ skills and In summmary, this research shows clearly that
competencies. volunteering produces real tangible benefits for
the community, for business and for staff. It helps
We chose to look at employee volunteering in challenge the perception that community
education. Not only is education the area most involvement is a corporate add-on and takes it
supported by City firms but it was also hoped that right to the heart of the business – the people
the research would be of use to the Education and ‘assets’ that firms employ.
Employers Taskforce – an independent charity that
aims to ensure that every school and college has
an effective partnership with employers.

The completed research provides a very Alderman Nick Anstee


substantial body of evidence that employee Lord Mayor of the City of London
volunteering can develop the skills and May 2010

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Volunteering – The Business Case

Executive Summary

The Purpose of the Research performance goals, coach and counsel,


In recent months, companies operating in the provide training and development and
financial services sector in the City of London have evaluate performance.
experienced unparalleled challenges. In the midst  Adaptability and ability to be effective in
of a recession, the temptation might be to reduce different surroundings and with different tasks,
corporate support for their local communities. responsibilities and people.
Such a response would be short-sighted.
 Influencing and negotiating skills, including
However, in order to maintain and build business persuading others, resolving conflicts and
commitment in this area, there is a need to negotiating agreed solutions.
demonstrate the business case for volunteering. To
meet this, the City of London Corporation Importantly, the skills development observed by
commissioned Corporate Citizenship to undertake volunteers in this research is not a self-reported
research to examine the skills and competencies gain. The evidence is corroborated by the
employees can develop through active overwhelming majority of line managers who say
participation in employer supported volunteering that volunteers acquire useful skills from their
programmes in education. volunteering experience. Line managers see
measurable gains in the same business-relevant
The aim of the research was to investigate the real skills as those reported by the volunteers
business benefits that derive from a well-managed themselves. It is also important to note that
volunteering programme. The research breaks different volunteering activities are effective in
new ground by moving beyond the body of developing different skills and competencies.
evidence showing that employees feel more
positively about their employer if they perceive In addition, there is clear evidence that the skills
them to be socially responsible. The explicit and competencies developed through
purpose was to examine the financial value to the volunteering assignments are of direct relevance
business of the skills and competencies developed to the companies involved. Nearly all of these skills
through volunteering. feature in the mainstream competency
frameworks used by companies to monitor and
guide staff development; and all of the companies
Key Findings are investing significantly in training and
The research study draws on the experience of development programmes to build these
employees in 16 businesses operating in the City of competencies in their staff.
London. With their support, we were able to track
the learning and development experienced by The research found that the experiential nature of
546 volunteers who support students and staff in the learning achieved by the volunteers makes it
schools and colleges across the UK. hugely valuable in the skills development process
and sets it apart from more traditional approaches
The majority of respondents report that to training. Volunteering requires employees to
volunteering has developed their skills and step outside their normal working role and build
competencies across a broad range of business- relations with people who may have a very
relevant areas. These competencies are strongly different world view from their own. Respondents
related to an individual’s personal effectiveness in report that moving outside their “comfort zone” in
their work role and include: this way is extremely useful in both developing their
skills and transferring these skills back into the
 Communication skills, including the ability to workplace.
communicate clearly and concisely with a
wide range of people and listen actively. However, if companies are to harness the power of
 Ability to help others, set individual volunteering as a route to learning and

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Volunteering – The Business Case

development, they need to manage the process In addition, working to provide structured support
properly. This research underlines the importance for community partners delivers real social benefits
of integrating volunteering activities into to the partner organisation which gains from the
mainstream HR processes of appraisal and advice, guidance, knowledge and experience of
development. the volunteers. This research did not attempt to
outline or assign a financial value to all of these
With regard to the costs involved, it is clear that additional benefits associated with the
employee volunteering programmes can be volunteering experience. These positive returns
delivered for relatively modest costs. Overall, the should also be taken into account when we
research found that among respondent businesses consider the costs and benefits of organising a
the average annual cost to support each volunteering programme.
volunteer involved in an education based activity
in London is £381 per person per annum. This figure Overall we believe the findings described above
comprises the full cost including direct give a strong articulation of the business case for
management costs and all additional costs (for supporting employee volunteering programmes.
example, transport expenses, time out of the
office, volunteering budgets, training etc)
involved in running an effective volunteering Outputs and Next Steps
programme. As well as investigating the business case for
volunteering, this research aimed to produce a
The companies involved in this research are generally applicable and widely accepted
typically investing at least £400 per person per competency matrix and evaluation tool that will
annum to develop relevant skills and allow companies to gather hard data on
competencies in their staff – although data from a competency development achieved through
broader UK survey on training costs suggest that volunteering opportunities.
the typical training spend per employee could be
considerably higher. This figure, however, is only the While the focus of this research was on assessing
cost of a training opportunity and has not factored employer-supported initiatives in education, it was
in the additional support costs such as running a important that the evaluation tool used to assess
learning and development department and the skills and competency development could be
time lost by an employee being out of the applied to a much broader range of volunteering
workforce. With these all taken into account, the activities.
cost would be substantially higher.
Building on Corporate Citizenship’s previous work
Hence, volunteering assignments represent a in this area, and by utilising the advice and
highly cost-effective way to develop certain core guidance of the wide range of experts involved,
competencies. However, the argument in support the research developed an evaluation framework
of employee volunteering does not simply rest on a that is both simple to use and highly effective in
direct cost comparison with other forms of training delivering robust measurement of the
and development. It is important to consider the competencies developed through volunteering.
wider benefits of volunteering as part of a
company’s community investment activities. This We would now encourage other companies to
research has shown that, in addition to developing apply this competency framework and evaluation
new skills, the individual employee benefits from tool to their own activities to assess the positive
improved morale and increased motivation, job impact their volunteers can have – not only on the
satisfaction and commitment to the company, all local community but also on the business itself.
as a direct result of the opportunities afforded by
their volunteering experience.

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Volunteering – The Business Case

Key findings

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Volunteering – The Business Case

1.
Context and Methodology

1.1 Background to the Research 6

1.2 The Research Questions 6

1.3 Participating Companies 7

1.4 Developing the Assessment Process 8

1.5 Developing the Competency Framework and Evaluation Tool 9

1.6 Lessons from the Data Collection Process 10

1.7 Results and Analysis 11

1.8 The Companies Involved in the Research 11

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Volunteering – The Business Case

1.1 supporting young people from primary through to


Background to the Research tertiary education, but activities supporting young
people outside the education system (such as
During recent volatile times for the financial training for employability) were not included.
services sector, companies operating in the City of
London have experienced a range of economic In this opening chapter we:
challenges. In the midst of an economic down-  Consider in more detail the research questions
turn, as companies come under increasing this study sought to answer.
pressure on costs, corporate contributions to local
communities may be affected.  Outline the process by which the research tools
were developed, concentrating on the
However, to cut back on this important aspect of competency matrix and evaluation tool used
Corporate Social Responsibility (CSR) would be a to assess the skills developed through
mistake. Corporate reputations would suffer and volunteering opportunities.
charities would be adversely affected at a time  Offer advice for companies in applying this
when demand for their services is rising. competency matrix and evaluation tool.

With this in mind, the need to demonstrate the  Describe the characteristics of the sixteen
business case for corporate investment in companies participating in the research and
community support has never been more urgent. the nature of the volunteering activities they
The City of London Corporation therefore support.
commissioned Corporate Citizenship to undertake
a research study to:
1.2
 Examine the skills and competencies The Research Questions
employees can develop through active
participation in employer supported Over the past ten years, there has been much
volunteering programmes. research into the “business case” for corporate
 Investigate the financial value of this process of investment into the local community where a
competency development by contrasting the business operates1. There are at least three
costs of skills gained through volunteering with common themes that tend to emerge when
the costs of other forms of training and describing the business benefits related to
development. corporate responsibility and community
investment:
 Develop a tool that companies can use
themselves to evaluate competency  Risk management – the way a company
development in the future. discharges its social and environmental
responsibilities in the local community can
The research study draws on the experience of impact on its “licence to operate”.
City-based companies operating in the City of  Brand reputation – people’s direct experience
London which offer volunteering opportunities in of the behaviour of a business in its local
education institutions. The focus on volunteering community, which can be a powerful factor
initiatives in the education sector was chosen as a influencing whether or not one feels favourably
focus because previous research undertaken by towards a company.
the City of London “The Impact of City Businesses in
Addressing Social Disadvantage” (March 2008)  Impact on staff – it is argued that positive views
shows that this theme is supported by the majority of the business are shaped by the company’s
of large businesses based in the area. Education commitment to community investment
was also chosen as a result of the City of London’s activities, including support for employee
involvement in the research sub-group of the volunteering. A review of some research on this
Education and Employers Taskforce, an topic is discussed in Chapter 3 of this report.
independent charity that aims to ensure that every
school and college has an effective partnership Alongside these themes, there are numerous other
with employers which helps provide young people benefits involved in active community involvement 1
See, for example:
with the inspiration, motivation, knowledge and such as new routes to market and greater Weiser, J. Zadek, S.
“Conversations with
skills they need to achieve their potential. innovation. This research study wanted to move Disbelievers:
beyond these familiar statements of the business Persuading
For the purpose of this research, we were Companies to Address
benefits of corporate responsibility and explores an
Social Challenges”
concerned with all volunteering activities area about which far less is known. (2000) The Ford
Foundation.

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Volunteering – The Business Case

1. 3.
The first step was to gather robust evidence of the The third overarching objective was to produce a
skills and competencies employees can develop generally applicable and widely accepted
through active participation in employer competency matrix comprising the skills relevant to
supported volunteering programmes in education. business that can be developed through
At this stage, we were seeking to answer the volunteering opportunities. This would for the basis
following questions: of an evaluation tool that will allow companies to
gather hard data on competency development
o Which volunteering opportunities in education
achieved by their employee volunteers.
are routinely undertaken by financial service
sector companies in the City of London?
While the focus of this research was on assessing
o Are companies currently assessing the skills and employer supported initiatives in education, it was
competencies that might be developed essential that the evaluation tool used to assess
through these volunteering activities? skills and competency development could be
applied to a much broader range of volunteering
o How do companies define the desirable
activities.
competencies that they look to develop in
their employees?
The research set out to engage with a wide range
o Is there a link between the competencies of companies, HR organisations and volunteering
developed through educational volunteering brokers to inform the development of the
and the competencies companies look to competency matrix and evaluation tool.
develop more broadly among employees? Section 1.5 describes the process by which this
o What aspects of the volunteering programme evaluation framework was developed. For the
are important to developing skills and moment, we look at the characteristics of the
competencies in participants? companies involved in the core part of the
research study.
o Do companies make the experiences gained
from volunteering part of a formal job appraisal
or development review process? 1.3
o What are the broader developmental benefits Participating Companies
associated with volunteering activities?
Sixteen firms were recruited to participate in this
o Is the skills gain observed by the volunteers research study who offer a range of volunteering
themselves corroborated by the views and opportunities in education. These companies are
opinions of their line managers? identified in Table 1.

2.
The second step was to demonstrate the financial
value of this process of competency Table 1
development. In order to achieve this, the Participating companies
research compares the costs of developing skills
Aviva
through volunteering with the costs of developing
Financial Services Authority
these same skills through more traditional forms of
Bank of America Merrill Lynch
training. This required answering the following
Freshfields Bruckhaus Deringer
questions.
BDO LLP
o How does a company benefit from the HSBC
increased skills and competencies that BNY Mellon
employees develop through volunteering Investec
activities? CMS Cameron McKenna
o Are the skills and competencies developed Nomura
through volunteering assignments of relevance Credit Suisse
and value to the companies concerned? Rothschild
Deutsche Bank
o Are the costs of developing these skills and Santander
competencies through volunteering Ernst & Young
significantly different from more traditional Société Générale
approaches to training and development?

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Volunteering – The Business Case

As can be seen, these organisations represent three Section 1.8 at the end of this Chapter provides
business sectors – financial services, law firms and more detail on the main activity of each business
consultancies. In broad terms, the approach to and gives a brief overview of the education
education related volunteering activity undertaken related volunteering activity they support.
by these sixteen firms can be described as follows.

 Support for employee volunteering ranges from


1.4
giving four days paid time off per year to
Developing the Assessment Process
informal, ad hoc support. The most common
policy is to provide one day per year paid time
In conjunction with this background understanding
off for volunteering in support of the company’s
of the approach to volunteering undertaken by
community investment activities.
the sixteen companies involved in the research, it is
 The five most frequently offered education important to examine the evaluation tools that
related volunteering activities are: would allow us to gather information on the skills
reading/number/language partner gained through volunteering.
programmes; individual student mentoring;
providing enterprise workshops in schools; The process for developing the main competency
supporting an education related charity; and framework and evaluation tool is discussed in more
acting as a school governor. detail in section 1.5. This evaluation tool took the
form of a ‘retrospective’ survey, asking volunteers
 In terms of the characteristics of the volunteers
to reflect on whether they had developed skills
themselves, they were split fairly evenly
and competencies through their recent
between men (43%) and women (57%). They
volunteering experience. This type of backward
were drawn from across the age ranges, with
looking survey is the most straightforward to
the majority in the 26 to 35 years age group. In
administer because it only requires the volunteer to
terms of length of service, approximately one
complete it once at the end of their volunteering
third had been with their organisation for more
assignment.
than ten years, while a similar proportion had
been with their organisation for less than three
This main evaluation tool (shown in Appendix B)
years.
was distributed in September 2009 and sent to all
 Respondents were also asked about their volunteers in education based initiatives in the
seniority within the business. The results show sixteen companies. It remained ‘in the field’ until
that volunteers are drawn from all levels of the January 2010 during which time the research team
organisation – from graduate trainees to vice received 546 useable responses from employees
presidents and directors. based in London who are volunteering in a range
 Before this research, very few of the sixteen of education related initiatives in the sixteen
companies have attempted to assess in any companies. This data is reported in Chapter 2.
formal way the skills and competencies gained
through volunteering, although some More detailed information can be gained from an
companies are using informal processes of self- assessment of an individual’s skills and
assessment feedback among volunteers. competencies prior to starting the volunteering
Typically, they use questionnaire surveys to ask assignment, and then following up again at the
what skills volunteers feel they have developed end of the programme. The research team
as a result of their experience. Responses designed an evaluation assessment tool to assess
highlight development in the following areas: volunteers’ skills gain using this “before” and
communication skills, team working, planning, “after” approach (shown in Appendix C). Six
leadership and management, time companies were able to send out this evaluation
management, creativity and diversity tool to a cohort of employees before they began
awareness. their volunteering activity in September 2009. In
total, 82 employees provided an assessment of
 While all of the sixteen companies use a their skills levels prior to the volunteering activity.
competency framework as part of their
mainstream people development processes, These employees were then invited in early 2010 to
none of them make an explicit link between this repeat the survey after they had been
and the volunteering programmes. volunteering for some months. Only 31 respondents
 None of the sixteen companies involved in this in four companies provided useable data to this
research had made any prior attempt to follow up assessment which could be a result of a
calculate training costs saved through potential number of factors including finding the time to
skills gained in volunteering. take the survey or difficulties in administering or

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Volunteering – The Business Case

completing the survey. The results of this aspect of work that Corporate Citizenship had carried out
the research are reported in Chapter 4. with some leading London Benchmarking Group
(LBG)4 members in this area in 20095.
As well as obtaining data from volunteers
themselves, the research team gathered This project worked with a group of nine
corroborating evidence from the line managers of organisations (Barclays, HSBC, L’Oreal, National
these volunteers to gauge an independent Grid, npower, PricewaterhouseCoopers LLP,
assessment of the skills gained. The survey Prudential plc, Shell UK and the Zurich Community
instrument used to assess line managers’ opinions is Trust) to develop a consistent way of measuring
shown in Appendix D. the outputs and impacts of their community
investment projects that enabled them to add up
The results of this survey, which was distributed and communicate the results of their whole
between December 2009 and February 2010, are community programme.
also reported in Chapter 4.
A key element of this work was the development of
Another key aim of the research was to a consistent approach to assessing the value of
understand the relative costs to the companies of employee volunteering. This included the
providing the volunteering opportunities for their development of an evaluation tool to assess the
employees. We also wanted to gather data on the results for, and impact upon, employees of
costs to these businesses of developing the same volunteering opportunities across different projects
skills and competencies through more traditional and companies. It is this evaluation tool that
training and development routes. The two surveys formed the basis of the evaluation tool used in this
on cost data were completed by companies research.
between December 2009 and February 2010. The
results of this strand of the research are reported in Some of the key lessons to come out of this original
Chapter 5. project, which were applied to the current
research, were as follows.
The final strand of the data collection process was
the in-depth telephone interviews with the CSR  The starting point for assessing the
and HR managers within selected companies to competencies developed through
draw together information for the case studies volunteering assignments must be a
reported in Chapter 6. consideration of the mainstream skills and
competencies companies look to develop
more broadly among employees. To this end,
1.5 the research examined the competency
Developing the Competency frameworks used by a range of leading
Framework and Evaluation Tool companies to steer the learning and 2
These included CIPD,
development of employees across a wide CMI and the City HR
Association
As emphasised in section 1.2, a specific aim of this range of different functions. 3
For example, NCVO,
research study was to create a competency ACEVO, CSV and
 In assessing the skills gained through brokerage
matrix and evaluation tool that any company can
volunteering, companies need to move their organisations that help
use to assess the skills and knowledge developed deliver volunteering
focus of evaluation from what they put into
through any employer supported volunteering programmes including
their community activities, to the impact that Business in the
opportunity.
this investment achieves. This shift in emphasis Community, City
Action and
can help to demonstrate the value of the Volunteering England
In order to achieve this, as well as working with the
community programme to the business, as well 4
LBG is the international
CSR and HR practitioners in the sixteen companies standard for
as the broader societal benefits.
already identified, the research team measuring,
incorporated additional expert opinion by  In thinking about development gains from benchmarking and
reporting community
engaging with senior representatives from volunteering, it is important to consider some of investment. The LBG
professional bodies in the HR field2 and the broader impacts on the individual in terms group is made up of
more than 120
organisations that represent the voluntary sectors3 of increased self-confidence, pride in the
companies who come
by convening a series of workshops which ensured company and motivation. In addition, it is also together to use and
that the competency framework and evaluation useful to look at wider behavioural impacts develop the model.
5
Making a Difference,
tool would be relevant, meaningful and such as the propensity to undertake Corporate Community
applicable to a broad audience. volunteering again in the future. Investment: A Whole
Programme Approach
to Measuring Results
Thinking on the development of the competency (2009) Corporate
framework and evaluation tool was informed by Citizenship

9
Volunteering – The Business Case

The resulting evaluation tools developed for this  The evaluation tool must address two major
research will allow any organisation to: challenges usually associated with assessment
techniques – resources and knowledge. This
 Gather robust evidence of the competencies evaluation tool was designed to be simple to
employees can develop through active complete and practical so that filling it in would
participation in employer supported not be time consuming for require any training
volunteering programmes. to do it.
 Track how employees engaged in specific
Building on Corporate Citizenship’s previous work,
volunteering assignments develop specific skills
and by responding to the advice and guidance of
in business relevant areas.
those involved in the consultative process, the
 Assess the level of the skills gain through a research team has created an evaluation
robust process of assessment by the volunteers framework that is both simple to use and highly
themselves and the line managers to whom effective in delivering robust measurement of the
they report. skills and competencies developed through
 Demonstrate the financial value of this process volunteering assignments.
of competency development and skills gain to
the employing organisation. At a minimum this The competency framework and evaluation tool
could involve a cost comparison with was an innovative development, allowing
alternative forms of skills development (e.g. companies to assess the impact of their
internal and external training programmes) but volunteering activities in a way that none of them
could be extended to include a more had done before.
sophisticated cost benefit analysis.

In addition, it is important to note that although the 1.6


evaluation tools developed for this research were Lessons from the Data
applied to employees volunteering in initiatives Collection Process
linked to the education sector, the competency
framework and evaluation tool are relevant, Finally, before moving on to consider the results of
meaningful and applicable to any type of this research, it is worth discussing some of the
volunteering activity. lessons to emerge from the application of the
evaluation framework:
The workshops and discussions undertaken for the
current study produced some valuable insights  Many companies found that simply
that needed to be taken into account in refining considering how volunteers might develop skills
the design of the competency framework and and competencies through volunteering
evaluation tool. These included the following. changed attitudes within the business to a
certain extent. Raising awareness of this
 Colleagues from the HR function were keen to research with colleagues in HR made them
ensure the evaluation tool looked at the more willing to consider the potential of
motives behind an individual’s decision to volunteering to improve skills.
become involved in volunteering, and whether  When applying the evaluation tool to
their experiences gained through volunteering education based volunteering activities, timing
were assessed in appraisal processes. As we will is important. In particular, incorporating it within
see in Chapter 2, both these issues have an the period across which volunteering is being
important impact on the learning gained from undertaken, for example the school term. The
volunteering activities. research found that before and after surveys in
 Companies consulted for the current study particular needed a long lead in time within
were broadly supportive of the evaluation tool companies, especially to reach those
that had already been developed. There was volunteering for the first time.
virtually no disagreement with the  The evaluation tool was designed to be
competencies identified in the draft administered either in a Microsoft Excel format
framework. The competencies were felt to be or online using survey software such as Survey
universally applicable and relevant to most Monkey. Volunteers were comfortable using
roles in all companies. However, it was felt to be either approach; the decision often rested on
important to include a new category on whether the companies involved were familiar
financial skills to reflect the experience of with and had access to the relevant software.
volunteers who act as school governors.

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Volunteering – The Business Case

 Some companies were concerned that the financial analysis. This section of the report
evaluation tool might not be completed by addresses two specific questions:
volunteers unless it was anonymous. While
o Are the skills and competencies developed
there was no requirement on respondents to
through volunteering assignments of
identify themselves, we did ask if people were
relevance and value to the companies
prepared to be involved in follow-up research;
concerned?
10% of all volunteers gave their name and
contact details. o How do the costs of developing these skills
and competencies through volunteering
 The value of providing incentives to complete
compare to more traditional approaches
the survey was discussed by participating
of training and development?
companies. Only one (Aviva) chose to provide
a small incentive – respondents who identified  Chapter 6 looks at the in-depth experience of
themselves were entered into a draw to win an a sub-sample of companies involved in the
ipod. However, all the companies involved research by presenting a number of case
received acceptable response rates to the studies that deal with the challenges and
survey from eligible employee volunteers, benefits of employer supported volunteering
therefore it would appear that incentives are programmes.
not necessary to achieve a good response.  Finally, Chapter 7 draws together the
 Finally, several companies suggested that conclusions from this research study.
using the evaluation tool when designing new
volunteering projects would also be a useful
exercise. Mapping expected outcomes in this 1.8
way can help companies and their community The Companies Involved
partners to identify and agree on project goals in the Research
at the outset, as well as monitoring progress
during the programme and assessing skills The following paragraphs give more detail on the
gained at the end of an assignment. companies that participated in this study and
describe the nature of the education related
volunteering activities they support:
1.7
Results and Analysis Aviva
Aviva is the world’s fifth largest insurance group,
The main body of the report outlines the findings and the largest in the UK. Its main markets are
from the research: Europe, Asia Pacific and the USA, and its key
activities are long-term savings, fund
 Chapter 2 looks in detail at the skills and management, and general insurance. Aviva
competencies developed through employs 59,000 people globally, and is
volunteering and considers: headquartered in London, employing 2,050
o The motivations driving people to get people in the City.
involved in volunteering
In 2009, more than 2,300 Aviva employees were
o The skills and competencies developed by
involved in community activity in working time.
different types of volunteering activity.
Aviva has three national volunteering
o The aspects of the volunteering experience programmes, which include the Global Action
which are most important in the skills Plan; working with primary schools on
development process. environmental issues. Other national programmes
include the Citizenship Foundation, which Aviva
 Chapter 3 examines wider aspects of the
created by developing teaching modules on
volunteering experience including the impact
citizenship with a focus on economics and finance.
on career development and the influence it
These Citizenship Foundation modules are now
has on employees’ attitudes toward their
delivered by volunteers. The third national
employing organisation.
programme is the Learn and Thrive initiative, which
 Chapter 4 considers the corroborating involves educating displaced adults about money
evidence from the line managers’ survey and and benefits.
looks at the results from the “before” and
“after” questionnaires. Aviva was an early pioneer in this research
programme and sent the evaluation tool to all of its
 Chapter 5 looks at the data gathered from the
volunteers throughout the UK. This was received

11
Volunteering – The Business Case

very positively and the company obtained returns Education related volunteering opportunities in
from almost 400 volunteers. The data relating to London include secondary school student and
those involved in volunteering in education based university student mentoring, as well as rugby
initiatives in London (almost 100 employees) is coaching, and local school enterprise days, where
presented in Appendix A. This is separate from the 11 to 16 year olds undertake business linked
results reported in the main body of this report as activities. Employees at BDO LLP are also
the draft survey used by Aviva was not entirely encouraged to become governors at local
compatible with the later version used by the other schools.
companies.

Bank of America Merrill Lynch BNY Mellon


Bank of America is one of the world’s largest Established in 2007 from the merger of Mellon
financial institutions and is a global leader in Financial Corporation and The Bank of New York
corporate and investment banking and trading Company, BNY Mellon is a leading provider of
across a broad range of asset classes, serving financial services for institutions, corporations and
corporations, governments, institutions and high net-worth individuals. Headquartered in New
individuals around the world. Bank of America York, it has $22.3 trillion in assets under custody and
Merrill Lynch is the marketing name for the global administration and $1.1 trillion in assets under
banking and global markets businesses of Bank of management. The company operates in 32
America Corporation. The company serves clients countries and has around 42,000 employees
in more than 150 countries. worldwide. In London, BNY Mellon employs 2,954
people.
Employees are given two hours a week to
volunteer, with manager approval. Volunteers BNY Mellon’s Community Partnership Programme
engage in a range of activities, including offers all employees two days paid volunteer time
supporting education, such as school annually. In London, the company engages with a
governorship, becoming huge range of community partners, including
reading/number/language partners, student Keyworth and Culloden Primary Schools,
mentoring and giving lessons and workshops on Community Links, The Career Academy,
financial literacy and employability. Bank of Fairbridge, The Whitechapel Mission and The
America Merrill Lynch has 6,500 employees in Prince’s Trust.
London of which approximately 800-1000
volunteer in any given year. The company’s Opportunities for employees to volunteer include
principal community partners in London for reading partner schemes, CV workshops,
education-related volunteering include Tower mentoring and e-mentoring, interview skills
Hamlets Education Business Partnership, the East workshops and business workshops. Volunteers can
London Business Alliance, Young Enterprise, also get involved with the internship programme,
Mulberry School for Girls, Swanlea School, Bow or can sit on the board of a local school as a
School and Osmani Primary School. governor. In the EMEA region, 12% of the workforce
volunteered during 2009 while 225 employees
engaged in volunteering last year in London.
BDO LLP
BDO LLP is an award-winning, UK member firm of
BDO International, the world’s fifth largest CMS Cameron McKenna
accountancy network with more than 1,000 offices CMS Cameron McKenna LLP is a founding
in over 100 countries. The BDO financial services member, and the UK headquarters, of CMS. CMS
group provides an integrated, full service operates in 27 jurisdictions, with 53 offices in
capability to firms across the whole of the financial Western and Central Europe and beyond. CMS
services market. was established in 1999 and today comprises nine
CMS firms, employing over 2,400 lawyers. CMS is
In October 2006, BDO LLP introduced a community headquartered in Frankfurt, Germany.
volunteering policy that allows employees six days
a year to use flexibly for volunteering. Individuals Volunteering opportunities are available for all staff
are free to choose the focus of their voluntary work and initiatives range from specialised pro bono
whether it be environmental responsibility or legal advice to general volunteering initiatives.
charity fundraising. In the first year after the policy London based, education related volunteering
introduction the company had over 7% employee opportunities at the firm include reading and
uptake. In 2007/2008 14% of employees used the number partners, mentoring students,
policy. photographic projects, CV and career planning

12
Volunteering – The Business Case

workshops and a twinning scheme, which in volunteering across 30 different programmes


links volunteers up with young people in schools to including team challenge events. In London, the
help them learn about law and current legal principle community partners for education
and moral issues. CMS Cameron McKenna works related volunteering are CSV, Project
with Whitmore and Hackney Primary Schools, the Shoreditch, the University of Greenwich, Young
East London Business Alliance and Citizenship Enterprise, the British Museum, Youth Sport Trust,
Foundation. Brokerage Citylink, Spitalfields Together and ELBA
Legacy 2020.

Credit Suisse Volunteering opportunities at Deutsche Bank in


Credit Suisse is an international investment bank London, relating to education, include number
and financial services company providing partners, language partners and reading partners
companies, institutional clients and high-net-worth in secondary schools, mentoring in a secondary
private clients with a wide range of financial school, homework clubs, Learn2Earn and Personal
advisory services. The business is active in over 50 Economics workshops and school board
countries and employs more than 47,000 people placements.
world wide.

Credit Suisse supports a range of philanthropic Ernst & Young


initiatives across all of the countries in which it Ernst & Young is a global professional services firm
operates. In addition to corporate philanthropy, and a leader in assurance, tax, transaction and
the company encourages employees to become advisory services, employing 144,000 people
active volunteers and donors through a variety of globally. It has 4,500 employees in its London
schemes including the Charity of the Year operations. The firm provides volunteering
program, Professional Development in the opportunities around its main areas of focus:
Community programmes and various tutoring and education; entrepreneurship and the
mentoring initiatives with local partner schools. environment. It gives its employees a minimum of
two days paid leave a year to volunteer for a
Approximately 2,500 London-based Credit Suisse charity of their choice or through one of the firm’s
employees were actively involved in volunteering organised programmes. In its latest financial year
in 2009 of which 10% were engaged in educational over 20% of its people across the UK volunteered.
activities. This encompassed a number of activities
including working with the Tower Hamlets EBP, Its award winning education programme focuses
where more than 100 Credit Suisse volunteers on supporting young people to achieve their
spend half an hour per week over lunchtime with a potential by developing long-term partnerships
child or small group of children leading reading, with state schools. Ernst & Young links its offices
maths, IT, chess or music activities. They also with both primary and secondary schools. It is
support day workshops and provide mock committed to developing deep rooted links with
interviews to local school children. In addition, schools local to its offices, especially those with
volunteers provided support for employability particular challenges, providing a programme of
workshops at the University of East London; helped activities over a sustained period of time aimed at
the Career Academy and Young Enterprise benefiting all aspects of a school. It believes that
programmes; and acted as school governors and by building deep, sustainable relationships it can
board members. deliver demonstrable long-term value to the
students. In London it partners with six schools. At
Alma Primary School, for example, Ernst & Young
Deutsche Bank runs a stocks and shares club and a school literacy
Deutsche Bank is a leading global investment programme. The firm education programme also
bank, with a presence in Europe, North America, engages its employees in leadership coaching
Asia and key emerging markets. Deutsche Bank with teachers, school governors, enterprise
employs 77,053 people globally in 72 countries. competitions, business skills workshops, reading
The company policy is to grant each permanent partners and language mentoring, careers
employee two days paid leave each year to experience events and student mentoring. At
volunteer on the Bank’s programmes, at their schools like Harris Academy or Bacons College
manager’s discretion. volunteers seek to use their business skills to
engage and inspire students in the world of work
The Bank employs 8,500 people in London. and business.
Within the company’s UK operations, about
15% of Deutsche Bank employees are involved

13
Volunteering – The Business Case

Freshfields Bruckhaus Deringer HSBC


Freshfields is an international law firm with over Headquartered in London, HSBC is one of the
2,400 lawyers in 28 offices around the world, largest banking and financial services
operating in Europe, the Middle East, Asia and the organisations in the world. HSBC’s international
US. Freshfields policy is to grant employees one day network comprises around 8,000 offices in 88
paid leave each year to volunteer, with many countries, including Europe, the Asia-Pacific
employees taking more time than this to volunteer, region, the Americas, the Middle East and Africa.
at their manager’s discretion. There are 52,000 employees working at HSBC in the
UK, and these people are able to take part in a
There are 2,000 employees in the UK, with over 210 range of volunteering activities, taking time off to
involved in education related volunteering do so at their line manager’s discretion.
initiatives. Community partners engaged with the
firm through education related volunteering In 2009, 16,400 HSBC employees in the UK were
opportunities include Redlands Primary School in engaged in volunteering. Nationally, the company
Tower Hamlets, Haggerston Secondary School in has 2,500 employees volunteering on financial
Hackney, Cardinal Pole School, Career literacy programmes, and these are delivered to
Academies UK, Sutton Trust’s Pathways to Law 1,400 schools which are registered to participate.
initiative, Teach First, Tower Hamlets Education In London, education related volunteering is
Business Partnership and the Inspire Education focused on two initiatives; Young Enterprise, a UK
Business Partnership in Hackney. charity, and Students in Free Enterprise,
international non-profit organization. Other
Potential volunteers at Freshfields are offered a opportunities for employees wishing to engage in
wide variety of education related initiatives, education related volunteering organised by the
including language coaching, reading and company include: school governor positions,
number partners, school governor positions, Teach First, and the What Money Means
student mentoring and Oxbridge interview programme, which aims to improve financially
preparation. capability education in primary schools

FSA Investec
The Financial Services Authority (FSA) is an Investec is an international, specialist banking
independent non-governmental body, given group that provides a range of financial products
statutory powers by the Financial Services and and services to clients in three principal markets
Markets Act 2000. The FSA is a company limited by (the UK, South Africa and Australia). It has 1,200
guarantee and financed by the financial services employees in its London operations, and 30% of
industry. these staff have signed up to volunteer.

Volunteering programmes organised by the FSA The company offers all employees one day per
cover three areas: education, employability and year paid time off to volunteer for one of Investec’s
regeneration. Employees are able to take up to 20 charitable partners, although more can be
days paid leave a year to volunteer, as well as an requested through the individual’s line manager.
additional 7 days for team challenge events. Investec funds and supports five charities – all of
Approximately 20% of the organisation’s 3,000 which are related to education, the environment
workforce are involved in volunteering. or enterprise. There are two initiatives particularly
relevant to this research.
FSA works with Tower Hamlets Education Business
Partnership and focuses its volunteering efforts on Arrival Education runs innovative projects to help
a range of local schools including Cyril Jackson young people engage with education to develop
Primary School, Bishop Challinor Girls School, Holy their life chances. Around 30 Investec volunteers
Family and Tower Hamlets College. Volunteering are involved with two main programmes run by
opportunities range from financial literacy lessons; Arrival, a coaching programme and ‘Success Skills’
reading, maths and computing partners; help with workshops.
CV writing; mentoring young people on work
placement schemes; and supporting Young Morpeth is a school in Tower Hamlets which
Enterprise programmes. Investec has supported over the last five years.
Investec volunteers are involved primarily in a
literacy mentoring programme. Since February
2009 13 volunteers from Investec have been visiting
the school every fortnight for an hour over lunch.

14
Volunteering – The Business Case

Nomura Santander is an international banking group with


Nomura is a leading financial services group with over 90 million customers and 180,000 employees
worldwide reach. Nomura EMEA forms a vital part worldwide. It operates in three principal markets;
of the global structure, providing services across 18 continental Europe, UK and Latin America.
countries in Europe, the Middle East and Africa.
Nomura employs more than 13,000 staff in the In the London head office, Santander employs
region, around 3,500 of which are based in approximately 2,000 people. Santander supports
London. staff volunteering through a matched time
scheme where it gives up to 35 hours a year of paid
Nomura offers a range of volunteering work time to enable employees to help their
opportunities in which employees can take part at favourite causes. Through its Community Days
their manager’s discretion. Education-related scheme, staff are encouraged to take a day out
volunteering activities in London include schools’ from the office to volunteer with a local cause,
partnership programmes with Oaklands Secondary and in 2009, numerous employees supported
and Southwark Park Primary schools. Employees several educational schemes within schools.
volunteer as reading partners, number partners, Santander engages with Young Enterprise, Career
French partners and science partners. At Academies, Barnet EBP and The Citizenship
Southwark Park, Nomura employees get involved Foundation as part of its education related
in the chess club, while at Oaklands, volunteers act volunteering programmes in London. Volunteering
as business mentors and run a Japanese club. opportunities include mentoring, guru lectures and
There are also specific workshops around helping pupils to understand more about running a
developing communication and employability business and the world of work.
skills for secondary students. Nomura is truly
committed to the longevity and development of
these partnerships, as part of this, members of the Société Générale
senior leadership team sit on the school governor Société Générale employs 163,000 professionals in
boards of both schools. 83 countries across Europe, Middle East & Africa,
the Americas and Asia-Pacific. In London, the
Group employs 2,300 staff providing services
Rothschild across corporate & investment and private
Rothschild is one of the world’s leading banking, investment management and security
independent investment banking organizations services, plus car fleet leasing and equipment
providing investment banking, corporate banking financing. Corporate Responsibility activities are
and private banking and trust services to focused mainly on environmental impact
governments, corporations and individuals reduction to be carbon neutral by 2012, and on a
worldwide. Rothschild operates globally in 49 citizenship programme aimed at meeting
offices in 34 counties, including the Americas, community needs through charitable giving and
Europe and Australia. The company employees volunteering initiatives.
around 2,000 staff around the world, and there are
760 employees working at Rothschild in London. Société Générale engages in a range of
education related volunteering opportunities in
It is company policy for employees to be able to London, including school partnerships providing
take 2 days paid time off to volunteer, and in help with maths, reading, French and computing.
2008/9 and 2009/10 more than 30% of the London In addition, the company arranges school
staff were involved in volunteering opportunities. governor positions and mentoring for students and
There is a Community Committee, chaired by senior staff at community organisations. Société
Anthony Salz, Executive Vice Chairman and the Générale works with the UK Career Academy, East
company’s main education related volunteering is London Business Alliance, Business in the
run through relationships with two schools: Bow Community, the City of London and two Education
School of Maths and Computing and South Business Partnerships in order to deliver its
Camden Community School. Programmes include volunteering programmes.
mentoring, reading partners and Teach First
coaching.

Santander
On the 11th January 2010 Abbey National plc,
which included the Bradford & Bingley savings
business, changed its name to Santander UK plc.

15
Volunteering – The Business Case

16
Volunteering – The Business Case

2.
Understanding the Skills Developed
through Volunteering
2.1 Introduction 18

2.2 Existing Literature 18

2.3 Motivations for Volunteering and the Impact on Job Performance 21

2.4 Developing Specific Skills and Competencies 22

2.5 Skills Development and Type of Volunteering 23

2.6 Aspects of Volunteering that Support Skills Development 27

2.7 Conclusions 30

17
Volunteering – The Business Case

2.1 In each of these areas there is a wealth of existing


Introduction research that provides solid evidence of the real
returns to the business and the individual of active
In this chapter we present the main analysis of the involvement in volunteering. In this section, we
study and consider the extent to which consider the findings from some of the most
involvement in volunteering activities can relevant studies to answer three key questions.
contribute to the development of specific skills and
competencies. In addressing this issue, we also 1. Do employees develop skills and
consider a number of wider aspects of the competencies through their volunteering
volunteering experience including: experience?

2. If they do, which specific skills can be


 The motivations driving people to get involved developed through different volunteering
in volunteering activities?
 The specific skills and competencies 3. What aspects of the volunteering experience
developed through the volunteering support the learning and development
experience process?
 How different types of volunteering activity are
better at developing certain types of skills and
competencies 2.2.1
Skills Development
 Those aspects of the volunteering experience
which are most important in the skills
The link between corporate supported
development process.
volunteering and skills development is
long-established. Research from the early
1990s, for example, shows that volunteering can
2.2 assist in the development of valuable business skills
Existing Literature in employees. One such study from the USA found
that employees who actively volunteer gain
While the current study aims to break new ground,
leadership traits regardless of the type of
it is important to recognise that there is a large
volunteer experience or profession they are in
body of existing research relating to the skills
(Pidgeon, 1991).
development process experienced by employee
volunteers. To date, much of this research has
More recent research from a variety of sources
focused on three themes.
reinforces this link:

1. The motivations for individuals to volunteer. This


 According to one survey of businesses in the
research typically identifies a range of intrinsic
USA, 60% of responding companies use
motives (e.g. satisfying the desire to give
employee volunteering in developing
something back to society) and extrinsic
employee skills (Points of Light and Allstate
motives (e.g. gaining experience to boost
Foundation, 2000).
career progression).
 In a separate study, over 50% of corporate
2. The process of competency development
executives and CR managers interviewed
through employee volunteering. Much of this
believed that volunteering helps employees
work identifies a similar set of competencies
build and/or enhance professional and
which are commonly developed through
leadership skills and abilities (LBG Associates,
volunteering. In general, these tend to be
2004).
‘people focused’ and include time
management skills, coaching skills,
Such studies provide valuable evidence of the
communication skills and leadership skills.
potential value of volunteering in the skills
3. The business motives for supporting employee development process. However, none of these
volunteering programmes. This body of studies provide conclusive proof that the
literature shows that the common business volunteering experience is the direct factor
benefits associated with community contributing to the acquisition of skills and
investment include risk management, brand competencies.
reputation and improved staff morale and
motivation. This criticism was reinforced in research undertaken
by Peterson (2003) which suggested that many
existing studies are not without bias. The problem is

18
Volunteering – The Business Case

that these studies report the perceptions and volunteering offers the opportunity to enhance
attitudes of those who have an interest in the leadership skills
volunteering programmes – either the Human
 89% agreed it helps enhance problem solving
Resources or CSR managers who are responsible
skills
for the initiatives. The current research approach
addresses this criticism by examining directly the  88% agreed it develops decision-making skills
experiences of the volunteers, and corroborating
 82% agreed it helps enhance negotiating skills.
these findings with evidence from their line
managers. These groups may have less of a vested
Another well-respected survey, commissioned by
interest in the success or otherwise of the
the Chartered Management Institute in the UK
volunteering programmes.
(CMI, 2006), found that 60% of managers agreed
or strongly agreed that international volunteering
The overwhelming evidence is that participation in
assignments are an effective learning and
volunteering assignments can help employees
development tool. More specifically, this research
develop skills and competencies that are relevant
suggested that managers believe this type of
to the business. Indeed, a recent survey by the Skills
volunteering can develop:
Employability Laboratory found that volunteering is
increasingly being linked to core business strategy
 Problem solving skills
in terms of up-skilling employees and boosting
productivity levels (Skills for Employability, 2008).  Communication skills

 Strategic understanding (e.g. in the education


Other research has also found that organisations sector by working as a trustee)
are using volunteering to address business
objectives, including providing an opportunity to  Coaching skills
develop skills in employees. For example, a survey  Teaching and mentoring skills
from the USA by the Conference Board and Point
of Light Foundation (1993) found that:  Networking skills

 Technical skills such as designing databases


 31% of organisations used volunteering as part and project management.
of their strategy to address critical business
issues While this research examined the experience of
 Over 60% agreed that volunteering builds VSO business and management volunteers who
teamwork skills in employees. completed overseas assignments, it nevertheless
has important lessons that are applicable to
It is worth noting that this study is of particular volunteering assignments closer to home.
relevance to the current research as almost three In particular as discussed in section 2.3, the
quarters of programmes under consideration research provides valuable lessons on the
targeted volunteering opportunities in the development processes underpinned by the
education sector. volunteering experience.

Hence, at this general level, the research evidence A survey by the Institute of Volunteering Research
suggests that volunteering is becoming part of among staff at Barclays Bank (IVR Research
mainstream corporate strategy and the links to Bulletin, 2005) found that managers saw the
skills development are increasingly being made. greatest impacts on their staff in terms of increased
communication and leadership skills, with over 55%
of managers reporting gains in both skills.
2.2.2
Developing specific skills and
competencies Again, the strength of these findings rests on the
robust research methodology which included
Moving from these general findings, it is important focus groups and interviews with both employee
to consider which specific skills volunteering volunteers and staff who had not volunteered.
assignments can help to develop. Research These findings were corroborated by evidence
undertaken via a national telephone survey of from Barclays’ managers and representatives from
1,093 employed adults in the US by Deloitte (2005) the placement organisations that helped
shows that: coordinate the volunteering activities.

 93% of those surveyed agreed that One final study is that undertaken in 1998 by
Corporate Citizenship (Tuffrey, 1998). According to

19
Volunteering – The Business Case

the research reported in this study, the specific main factors that help ensure an employee
competencies which showed the most volunteer programme is successful at developing
developmental gain were: workplace skills:

 Communication skills  A team based approach

 Skills related to working together (e.g.  Effective support structures


collaboration, influencing and team work)
 Adequate financial resources
 Creative thinking.
 Robust evaluation procedures

Equally importantly, this study found that  Full compliance with adult learner theory.
employee involvement is a flexible and effective
method in developing competencies as long as While most of these factors are self-explanatory,
the process itself is managed properly; suitable the last point merits further examination. It is worth
opportunities are identified and the outcomes are considering what we can learn about the
evaluated. This finding resonates strongly with the volunteering experience from established models
results of the current study which shows the of adult learner theory, such as those developed in
importance of understanding two aspects of the the 1970’s by Malcolm Knowles who built on earlier
volunteering experience – both the motivations of theoretical work by John Dewey and Maslow. This
the employee for undertaking the volunteering body of knowledge suggests there are several pre-
assignment and whether the experience of the conditions that are needed for optimal adult
volunteer is captured in a formal assessment learning. In broad terms, these are:
process after the event.
 Involvement in the planning and evaluation of
These aspects can have an important influence the learning process
on the effectiveness of the learning process  Relevance of the content area to the job or
and are explored in more depth in section 2.3 of one’s personal life
this chapter.
 Experiential activities

 Focus on problems rather than content.


2.2.3
The learning process Employee volunteering does not necessarily meet
through volunteering the first two conditions, although it is not difficult to
design it so that is does. In particular, getting
As discussed, the research by the CMI provides volunteers involved in the design and structure of
useful insight into those aspects of the volunteering the volunteering programme is straightforward
experience that aid the learning and and can be very beneficial for the organisation
development process. Specifically, this study itself.
found that the following factors were important in
helping to develop new skills. In addition, ensuring the volunteering activity is
related to the work that employees undertake is
 Responsibility – the volunteering assignment becoming an increasingly standard feature of
puts employees in a position of authority with many employer supported volunteering
accountability for results. programmes. In this way, companies can maximise
 Communications – volunteers are required to the benefits to the individual, the business and the
interact with all levels of management and charitable partner, by ensuring that the assignment
different types of people. utilises workplace skills of relevance to all three
parties.
 Creativity – having to be resourceful and find
ways around problems. The final two conditions identified above are
certainly met by most skills-based volunteering
The research highlights the fact that all three of activities. For example, the majority of
these factors are not necessarily experienced by volunteering, particularly in education, is practical
the volunteer in their normal work role. These and experiential based; often providing an
findings mirror closely the results of the current opportunity for volunteers to solve problems. One
study, examined in section 2.6 of this chapter. of the key lessons from this current study is the
importance of this experiential approach – in
Similarly, a metastudy undertaken by the Point of simple terms, learning by doing – in the skills
Light Foundation (2007) found that there are five development process.

20
Volunteering – The Business Case

It is important to treat volunteering in the same way  The desire to do something different from one’s
a company would treat any other learning and normal work role (cited by 37% of respondents)
development processes. In other words,
 The opportunity to develop new skills – this was
volunteering programmes should be given the
considered to be an important factor by one in
same care in design and evaluation of learning
four of the volunteers.
outcomes as other corporate learning and
development programmes.
This is a key finding in itself. It suggests that, even
though the companies involved in the research do
not currently make skills development an explicit
2.3
component of volunteering opportunities, a
Motivations for Volunteering and the
significant minority of their employees who choose
Impact on Job Performance
to participate in these activities do so in order to
develop their skills and competencies.
The main body of this chapter reports the findings
of the current study. The starting point for this
analysis is the motivations for getting involved in
volunteering. The results show that the main driver
for participating in volunteering activities is the
desire to give something back to society. This
should come as no surprise given the nature of
volunteering.

Respondents to this survey were however asked to


provide more than one motive for volunteering if
appropriate. As can be seen from Chart 1, two
other motives emerged as relatively strong drivers:

Chart 1
The main motivation for volunteering

Develop new skills

Give something back to society

Meet new people

Something different from usual day job

Encouraged to volunteer by colleague

0 20% 40% 60% 80% 100%

21
Volunteering – The Business Case

Respondents were also specifically asked if the 2.4


skills and experience they had gained from their Developing Specific Skills
volunteering activity forms part of their formal and Competencies
appraisal process. The data show that 37% of
respondents report that their volunteering The data in Table 2 shows the level of skills
experience has been or will be part of their development across the sample of respondents as
appraisal. a whole. As can be seen, the majority of volunteers
report skills development in the following areas that
It is interesting to see how these two factors – could be considered to be strongly related to their
whether a volunteer hopes to achieve skills gain individual or personal effectiveness.
from the start, and whether volunteering is
recognised in an employee’s appraisal – influence 1. Communication skills (66% of respondents
an employee’s assessment of whether or not the asserted that their skills had undergone
volunteering experience has helped them perform some development or significant
better in their job. The results are as follows: development in this area)

2. Their ability to help others (65%)


 Across the sample of respondents as a whole,
41% of respondents either agree or strongly 3. Adaptability (54%)
agree that the skills and experience gained
4. Influencing / negotiating skills (45%).
from their volunteering experience has helped
them perform better in their job. A slightly 5. Team working (43%)
smaller proportion (35%) either disagrees or
6. Leadership skills (41%)
strongly disagrees with this statement, while
23% are neutral. 7. Willingness to continually improve (41%)

 In contrast, among those respondents who felt 8. Planning and organisation (40%)
motivated to volunteer to develop their skills, 9. Decision making (39%)
the proportion of those who agreed that they
are performing better in their job rises to 61%. 10. Problem solving (39%)

 In addition, among those whose volunteering 11. Ability to build relationships and networks
activities are part of the appraisal process, 58% (39%).
agree that this experience has helped them
perform better in their job. Finally, it is evident that there are three areas of
skills or competencies that only a small minority of
These findings suggest that the factors motivating respondents believe can be developed through
an individual’s or an organisation’s reasons to volunteering. These are technical or professional
undertake or support volunteering can have an skills; business awareness; and financial skills.
important influence over perceptions of the value
of the experience to an employee’s work role. Cross referencing these results with the
demographic information outlined in Chapter 1, it
Put simply, if people approach volunteering with appears that factors such as age, gender and the
the aim of improving their skills, they are more likely individual’s seniority within the company do not
to report an improvement in their job performance strongly influence the results. In the same way,
as a result of their participation. whether the individual has previous experience of
volunteering or not has very little influence on the
In addition, if companies make the experiences skills they gain from taking part in the specific
gained from volunteering a formal part of the activity they are currently involved in.
appraisal process, employees are more likely to
report the positive impacts on job performance. However, there is one variable that does have a
positive influence on the process of skills
As highlighted by the case studies included in this development. Across the board, among those
report, those companies that make this link at the responding for whom volunteering is part of the
outset of the volunteering assignments are more appraisal process, proportionately more report
successful in ensuring employees draw out the that they have developed the skills and
wider benefits of skills development. competencies identified.

This positive correlation reinforces the findings in


section 2.3 suggesting that companies which
create a more formal link between volunteering

22
Volunteering – The Business Case

Table 2
Skills developed through volunteering

No difference A little Some Significant Not relevant to Response


development development this activity Count

Adaptability; being effective


in different surroundings 14.8% 27.4% 42.0% 11.6% 4.2% 526

Team working skills 25.7% 24.8% 32.6% 10.3% 6.7% 525

Communication skills 9.5% 21.9% 47.4% 18.9% 2.3% 525

Influencing & negotiation skills 24.4% 23.2% 32.8% 12.6% 7.0% 525

Problem solving skills 30.2% 23.2% 29.3% 9.3% 8.0% 526

Leadership skills 27.9% 22.2% 30.6% 10.6% 8.7% 527

Planning & organisation skills 30.0% 23.4% 29.3% 11.0% 6.3% 526

Decision making and


exercising judgement 29.6% 24.2% 29.8% 8.8% 7.6% 524

Helping others improve 13.1% 17.9% 39.2% 25.3% 4.6% 526

Financial skills 54.9% 8.6% 8.4% 2.1% 26.0% 526

Building relationships
and networks 23.5% 27.1% 29.8% 8.7% 10.8% 527

Willingness to continually
improve 24.4% 26.7% 31.4% 9.9% 7.6% 525

Business awareness 45.2% 15.7% 13.1% 2.5% 23.5% 527

Technical / professional skills 46.1% 14.5% 15.8% 3.0% 20.6% 525

and mainstream HR practices reap the rewards as In this section we consider the extent to which
more employees report seeing significant these different types of volunteering activity are
development in the skills they gain through effective in developing specific skills and
volunteering assignments. competencies. A summary of this analysis is
provided in a series of five tables in Appendix E
which give an overview of the skills developed
2.5 through each of these different activities.
Skills Development and
Type of Volunteering
2.5.1
As we saw in Chapter 1, respondents to this survey Reading, language or number partners
were involved in a range of different volunteering
assignments related to educational initiatives. The This type of scheme essentially involves volunteers
top five most common volunteering experiences in working with individual pupils in schools to help
descending order were: them develop their confidence and abilities in
either reading, languages or mathematics.
 Reading, language or number partners Reading, language or number partner programme
(38% of respondents were involved in this type involve anything from 30 minutes to one hour
of volunteering activity) classroom contact time per week. In addition,
volunteers spend anything from 30 minutes to
 Student mentoring (17%)
2 hours in travel time to and from the school.
 Enterprise workshops (11%) Typically these programmes last for 10 to 12 weeks
(per term).
 Supporting an education-related
charity (10%)

 School governorship (9%).

23
Volunteering – The Business Case

A detailed analysis of the data shows that overall developing many of the skills and competencies
this form of volunteering is appropriate to outlined in Table 2. However, proportionately more
developing many of the skills and competencies volunteers involved in mentoring programmes
under consideration in this research study. In reported skills gain in the following four areas:
particular, respondents report that they found this
type of volunteering activity was helpful in  Adaptability and being effective in different
developing skills in two areas: communications; surroundings (62% of mentors experienced
and influencing and negotiating. The following some or significant skills development in this
quotes illustrate the type of development area, compared with 54% of the total sample).
experienced by these volunteers.
 Influencing and negotiation skills (53% of
mentors reported skills gains in this area,
“The skill that I have used the most is
compared with 45% of the total sample).
influencing. It is very important to influence
my reading partner in a positive way of the  Decision making and exercising judgement
benefits of reading.” (47% of mentors reported skills gains in this area,
compared with 39% of the total sample).
“Communicating with a very different
audience to those in a work context.”  Developing skills and ability to help others
improve; and guide and evaluate their
“The Reading Partners scheme helps me to
performance (79% of volunteer mentors
be organised as I need to take time out of
reported skills gains in this area, compared with
my week to prepare and attend once a
64% of the total sample).
week during lunchtime. It challenges me to
be creative and gives me skills to deal with
The observations of volunteers involved in
situations that are new and often
mentoring schemes point to the benefits of this
challenging.”
activity in terms of skills development.
Finally, despite this positive feedback of the
development to be gained through participation “Gaining coaching skills and experience.”
in this type of volunteering activity, it is important to
“Planning and organising sessions
understand the limitations. In particular, a third of
beforehand prior to meetings with my
volunteers in this area reported they had not
student. Understanding the confidentiality
developed team working skills as a result of their
is vital and will help in future for
activities – perhaps not surprising given the one-to-
management roles. It improved
one nature of the partnerships.
communication at all levels.”

“Working with teenagers you have to be firm


2.5.2 but also communicate in a way that relates
Student mentoring to them so it helped me understand their
perspective as well as my communication
Student mentoring is similar to a partners skills.”
programme in that it requires the volunteer to work “Better at evaluating and carrying out
with an individual student to help in their appraisals.”
academic development. What distinguishes a
mentoring programme is that it goes beyond “Communication, networking and building
providing help in one narrow area to encompass relationships are probably the most skills I
broader aspects of attendance, application and have developed.”
attainment of the pupil. As with any other
mentoring relationship, the exact nature of the Finally, it is worth noting that 99% of volunteers
help and advice provided is determined jointly by involved in a mentoring programme reported that
the student and the mentor. their experience had increased their
understanding of and empathy with other people.
A student mentoring programme can involve
anything from two hours a month to two hours per
week. For example, a particularly intensive
mentoring programme working with a youth at risk
in a leadership programme could take up to 40
hours a year.

As we saw with the partners’ programmes,


volunteering in a mentoring role is helpful in

24
Volunteering – The Business Case

2.5.3  Building relationships and networks (51% of


Enterprise workshops volunteers on enterprise workshops report skills
gains in this area, compared with 38% of the
This type of volunteering activity supports total sample).
programmes such as Young Enterprise which are
 Willingness to continually improve (52% of
delivered to schools and colleges across the
volunteers on enterprise workshops report skills
country. The schemes aim to offer students
gains in this area, compared with 41% of the
experience and insight into business and the world
total sample).
of work. One of the principle activities is supporting
students to work together to manage their own  And finally, this area was one of the most
company. effective in developing business awareness,
with 23% of volunteers in enterprise workshops
Running enterprise workshops involves the reporting a skills gain in this area, compared
volunteers working with teachers to design and with only 16% of the total sample.
deliver session which help students in all aspects of
the scheme – including areas such as business Some of the quotes provided by respondents on
planning, presentation skills and developing ideas their experience of enterprise workshops explain
to produce and sell products and services. The why this is such an effective method of skills
amount of time volunteers spend organising development for the volunteers.
enterprise workshops varies greatly. Among
respondents, the average time spent was three “Working with younger people gave me the
hours per session, with volunteers typically helping chance to test my leadership and
to organise four or five sessions per term. interpersonal skills in a non-work
environment; this challenged me greatly
Volunteers who have participated in the planning and improved me. Also listening to the
and delivery of enterprise workshops reported experiences of others who have been
some or significant gains in skills and competencies through very challenging experiences was
across all the areas under consideration by this inspiring and eye opening.”
research. Indeed, in terms of reported skills
development, this activity proved to be one of the “Working with students is challenging in
most effective types of volunteering assignment. many ways and requires that you hone the
Respondents particularly highlight skills skills mentioned in this questionnaire to
development in the following areas. ensure that they get the maximum out of
the sessions, whilst you grow at the same
 Adaptability and being effective in different time. By their questioning you, challenging
surroundings (72% of volunteers helping with established ideas and offering new insights
enterprise workshops experienced some or everyone gains. The volunteering
significant skills development in this area, experience for me has been an amazing
compared with 54% of the total sample). two way growth experience.”

 Team working skills (55% of volunteers on “Working with 11-16 year olds certainly helps
enterprise workshops report skills gains in this improve your communication skills and
area, compared with 43% of the total sample). general confidence levels. Also, the
students normally have to work in groups
 Communication skills (75% of volunteers on with you as a business facilitator. You need
enterprise workshops report skills gains in this to be a good team player and also good
area, compared with 66% of the total sample). at leading teams to get the most of the
 Influencing and negotiation skills (54% of groups.”
volunteers on enterprise workshops report skills “Presenting in front of 30 teenagers
gains in this area, compared with 45% of the sharpens your presentation skills and
total sample). improved my ability to interact with
 Leadership skills (58% of volunteers on people.”
enterprise workshops report skills gains in this
area, compared with 41% of the total sample).

 Planning and organisation skills (51% of


volunteers on enterprise workshops report skills
gains in this area, compared with 40% of the
total sample).

25
Volunteering – The Business Case

2.5.4 team and ensure accountability of decisions.


Supporting an education related charity
Acting as a school governor can be the most time
This heading encompasses a range of different intensive activity depending upon the precise role
ways in which companies can assist organisations of the volunteer. Respondents to this survey
in the education sector with the skills, experience reported spending up to one day per month in
and knowledge of their volunteers. For some undertaking the duties of a governor, although not
businesses it will include providing pro bono all respondents devoted as much time as this.
professional services such as legal advice, The average amount of time among the
marketing expertise or help with financial 50 respondents was six days per year.
management. In other cases it involves more
“hands on” support such as working with the British The School Governors’ One-Stop Shop6 describes
Museum to organise educational initiatives. Again, the responsibilities of a governor as follows:
there is a great difference in the amount of time
volunteers spend on this type of activity ranging  Promoting high standards of education and
from two to three hours per month to regular achievement
weekly assignments.  Planning the school’s long-term future

Volunteers involved in this type of activity reported  Setting the school’s aims and values
that it was particularly helpful in developing skills in  Appointing senior staff including the Head
three areas, as outlined below. Teacher

 Team working skills (52% of volunteers working  Budgetary allocation and control.
with educational charities reported skills gains
in this area, compared with 43% of the total Volunteers who are school governors clearly value
sample). the opportunities this role offers for developing their
skills and competencies. Respondents particularly
 Building relationships and networks (47% of highlight their development in the following areas.
volunteers reported skills gains in this area,
compared with 38% of the total sample).  Team working skills (71% of school governor
 Financial skills (20% of volunteers, compared volunteers reported skills gains in this area,
with 10% of the total sample working with compared with 43% of the total sample).
educational charities).  Influencing and negotiation skills (67% of school
governor volunteers reported skills gains in this
Perhaps most importantly, this was seen to be area, compared with 45% of the total sample).
among the most helpful type of volunteering  Problem solving skills (55% of school governor
activity for developing financial skills such as volunteers reported skills gains in this area,
planning budgets. Proportionately twice as compared with 39% of the total sample).
many respondents who volunteered for
educational charities reported that they had  Decision making skills and exercising
developed skills in this area, reflecting the nature judgement (53% of school governor volunteers,
of this type of volunteering assignment. It was compared with 39% of the total sample).
second only to school governorships for  Developing financial skills such as planning
developing skills in this area. budgets (39% of school governor volunteers
reported skills gains in this area, compared with
10% of the total sample).
2.5.5
 Business awareness (33% of school governor
School governors
volunteers reported skills gains in this area,
compared with 16% of the total sample).
Taking on the role of a school governor is in
some respects the most challenging volunteering  And finally, this area was the most effective in
activity considered in this research study. Those in developing technical and professional skills
this role are expected to make important with 33% of school governor volunteers
collective decisions about the running of the reporting a skills gain in this area, compared
school. As members of the school’s governing with only 19% of the total sample. 6
A charity which
body, governors are expected to provide recruits volunteers to
strategic management advice, offer challenge Looking at the responsibilities of a school governor become governors in
schools across
and support to the school’s management it should come as no surprise that volunteers in this England.
www.sgoss.org.uk

26
Volunteering – The Business Case

role are reporting significant gains in their skills and team working and building relationships and
competencies in these areas. This positive link networks. In addition, this is one of the most
between volunteering and skills development in effective ways of helping employees to
these business related areas is reinforced by increase their business awareness.
quotes from volunteers about the school
 Volunteers who supported educational
governors’ experience.
charities reported that this activity was
particularly helpful in developing team working
“I was elected vice chair of the finance
skills and the ability to build relationships and
committee, which helped build my
networks.
confidence in meetings when talking to
senior management and has helped me  Finally, volunteering as a school governor
become more of a team member.” provides significant opportunities for skills
development, particularly in team working,
“I gained exposure to a different way of
influencing and negotiation skills. In addition,
doing things – giving me experience in
this type of volunteering activity is extremely
managing people and problems in a
useful for developing hard business skills
different arena where skills can be
including financial skills such as planning
transferred across and a different
budgets, business awareness and in
approach taken.”
developing technical and professional skills.
“I became the Vice Chair of the finance
committee which was very important to In summary, companies wishing to use
me to develop that side of my business volunteering activities to support and encourage
acumen. I also am involved in the the development of skills and competencies
development of the Head Teacher and among their workforce need to look carefully at
participate in their review, which is building the volunteering opportunities they offer.
people management skills I didn’t possess.”
There will always be important “trade-offs” that
need to be taken into consideration. For example,
some activities, such as a reading partners
2.5.6
programme, are less time intensive, easier to
Summary of skills development
organise and perhaps more appealing to
employees. Other activities such as a school
The findings from this analysis can be summarised
governorship role are more challenging and
as follows (see also Table 3 at the end of this
require more commitment from employees.
Chapter for a visual summary of this information).

However, the evidence here makes clear that


All of the five volunteering opportunities explored
alongside these types of considerations, different
in this Chapter show a development in skills.
volunteering activities have the potential to offer
greater or lesser opportunities for skills
 The most popular type of volunteering –
development. It is up to the company to decide
involvement in reading, language or number
how it balances the different requirements of its
partner schemes – is useful for developing a
volunteering programme to maximise the benefits
wide range of skills and competencies. In
to its employees, its partners in the education
particular, proportionately more volunteers
system and the business itself.
report developing their communication,
influencing and negotiation skills.

 Acting as a student mentor is also a good way 2.6


of developing a wide range of skills. Four out of Aspects of Volunteering that
five volunteers report that this one-to-one Support Skills Development
activity is especially helpful in developing their
skills and abilities to coach people, and helping Having shown that participation in volunteering
them to improve by guiding and developing offers significant opportunities to develop a range
their performance. of skills and competencies, in this section we go on
to explore what is it about the volunteering
 Getting employees involved in helping schools
experience that helps the skills development
run enterprise workshops is a highly effective
process? Respondents were invited to reply to this
way of developing business relevant skills.
open-ended question which generated over 160
Volunteers undertaking this activity report
responses which were analysed to identify the
significant development across a number of
issues and draw out common themes. It is clear
areas – particularly leadership, adaptability,

27
Volunteering – The Business Case

that there are four major factors that are strongly Finally there were those who found the biggest
influential in the skills development process. In challenge – and so the biggest learning point –
descending order of importance these are: was interacting with the pupils and students
themselves. For these people, the volunteering
 Being exposed to a new environment required them to make meaningful connections in
a different way; encouraging the development of
 Having the opportunity to interact with a wider
new approaches to and styles of communication.
group of people

 Being required to take on a leadership role “It is a totally different set of requirements
influencing an 8 year old boy and helping
 Developing empathy and understanding.
him rather than helping an adult, most of
who are already confident rounded
individuals.”
2.6.1
“My communication and influencing skills
Exposure to a new environment
improved as I had the different experience
of trying to establish trust with children
Many respondents cited this aspect as being
rather than adults.”
highly influential in the skills development process.
For some, this was simply the opportunity to “Having to interact with children who are
develop new skills and competencies by not always well-behaved is a good test for
undertaking activities that are not available in their my patience and problem-solving.”
normal working role. The following quotes are
typical of many that highlighted this aspect of the
learning process.
2.6.2
“Working with younger people gave me the Interacting with a wider
chance to test my leadership and group of people
interpersonal skills in a non work
environment, which challenged me greatly The second most frequently cited learning point
and improved me.” was the opportunity that volunteering gives for
working with new people. In some cases this is
“Volunteering gave me the opportunity to
related to the benefits afforded by working
develop skills by undertaking activities that
alongside colleagues from the volunteer’s own
were not available in the work context, or
company who they would not normally work with.
only available in a limited way.”

“Going to a school once a week with


colleagues from other departments that I
For others, being thrown into a new environment
don’t work with allowed me to meet new
meant they had to establish relations with and
staff and learn about other roles.”
build trust among a new group of people –
whether they were the students or teachers. This “Through the volunteering I did a lot of
process was cited as an important aspect in networking which has helped me progress
developing their skills and competencies. into my current role of coordinating
networks within the bank.”
“Having to continually appraise and adapt
to situations that are outside of my normal
day to day job putting me outside my For others, the learning came from working
"comfort zone". These situations forced me alongside new teams of people in the organisation
to develop these skills more than otherwise where they were volunteering.
they would have been.”
“Interacting with a wider circle of people
“The reading scheme required me to adapt
and learning from others and the
my skills in a completely different
challenges they face.”
environment and was an insightful
experience.” “Volunteering gave me the experience of
working with people from another social,
“Being in a different situation to that which is
educational and professional sphere.”
normal in my day to day job. This new
environment allows you to develop certain
skills.”

28
Volunteering – The Business Case

2.6.3 This required me to gain some empathy,


Taking a leadership role adjust the tenor of my ‘mentorin’ to gain
engagement and willingness to
For a significant minority of respondents their participate. It also required me to develop
volunteering experience allowed them to take on patience with participants who were less
a leadership role. For some, this was the first time able and also to build some motivation skills
they had been offered such an opportunity; for to keep the children’s attention and
others it allowed them to develop their leadership excitement. These skills do read across into
skills in a new setting. normal business life.”

“The experience taught me how to adapt in


“Volunteering gave me the opportunity to a multi-cultural group and highlighted the
work within a team of people that were different social backgrounds in our local
senior to myself and showed me that I did communities that we must all try and give
have all the abilities and skills required; and to however we can.”
more in some cases!! I learnt how to apply
and assert them – and have the “Entering the alien environment of a school
confidence to become a team leader in a was quite a challenge (it’s been a long
safe environment which built and time since I attended!). I had to liaise with a
increased my self confidence no end.” variety of pupils and staff of differing levels
and understand their issues and
“As someone who does not normally like to challenges. I am a better listener as a result
take the lead I found that the volunteering and definitely have a greater appreciation
experience helped me develop my for different cultures to my own. This
interacting skills and become more definitely assists in my day to day working
confident when working with others. I felt life.”
more inclined to put my views and opinions
forward with the rest of the group of
volunteers when I was personally involved 2.6.5
with the process and mentoring activities. Summary of the learning process
The more you interact with others helps
your confidence to grow.” We have seen that respondents highlighted four
specific aspects of their volunteering experiences
“Being in a different environment, out of my that have helped them to develop and learn skills
comfort zone. Meeting new people in a and transfer them back into the workplace. These
non-structured environment where I had to relate to operating in a new environment;
take initiative myself and had opportunity interacting with different people; having the
to develop my leadership style.” opportunity to take on a leadership role; and the
need to develop empathy and understanding.
2.6.4
Empathy and understanding It is clear that there is a certain degree of overlap
between these four areas. All four relate to the fact
Finally, a significant minority of respondents that volunteering requires individuals to step
suggested that the most important aspect of the outside their normal working role and build
learning gained from volunteering is the need to relations with people who perhaps have a very
relate to people in very different circumstances to different “world view” from their own.
one’s own. To a certain extent, such responses are
related to the process of coaching and mentoring The strong message from the individuals who have
skills development we identified in Section 2.6. direct experience of volunteering is that these
challenges provide a powerful impetus to the
However, many respondents went further and learning process. Skills and competencies that are
suggested the challenge of working with young acquired and honed through working in a new
people required the development of a very and different environment are more readily
different approach to managing, leading and assimilated and seem to be more easily transferred
engaging with people – something which they are back into the workplace.
able to apply back in the workplace.
This finding resonates with theories of learning that
“I had to gain the trust and interest of a were briefly explored in section 2.3 of this chapter.
group of relatively underprivileged children The qualitative comments of respondents support
of varied ethnic and social backgrounds. the fact that volunteering is a valuable experiential
learning process. It allows the volunteer to develop

29
Volunteering – The Business Case

skills, adopt new approaches and experiment with Evidence from those who have participated in
new management styles. running enterprise workshops reveals significant
skills development across a number of areas –
However, as previously discussed that for a particularly leadership, adaptability, team working
genuine learning experience to occur, the and building relationships and networks.
volunteer does need to have the opportunity to
reflect on the learning and have the proper The role of school governor is perhaps the most
analytical skills to apply their experience. This again challenging volunteering activity considered in this
places a responsibility on the employing research study and the one which delivers very
organisation to integrate the volunteering significant skills gains. Respondents particularly
programme into mainstream HR processes of highlight their development in team working,
appraisal and development in order to derive the influencing and negotiation skills. In addition, this
maximum benefit from the experience. type of volunteering activity is extremely useful for
developing hard business skills including financial
In summary, those involved in this research skills such as planning budgets; business
reinforce the message that volunteering can be a awareness; and in developing technical and
powerful experiential development process that professional skills.
allows the individual to learn and develop skills and
competencies. It differs strongly from traditional The most common volunteering activity, reading,
approaches to classroom-based management language and number partnering, was particularly
education that focuses more on teaching rather helpful in developing many of the skills and
than learning. competencies studied here and particularly
helpful in developing skills in the area of
communication and influencing and negotiating.
2.7
Conclusions Supporting an education-related charity was
particularly helpful in developing team working
This chapter has examined the skills and skills, building relationships and networks, and
competencies that are developed through financial skills.
volunteering activities. The key findings are:
3.
1. Companies need to think carefully about their
The majority of the 546 respondents to this survey rationale for supporting employee volunteers.
reported that volunteering has developed at least A balance needs to be struck between supporting
some of their skills and competencies across a volunteering programmes that deliver real social
broad range of business relevant areas. The benefits, are attractive and engaging for
specific competencies that are most frequently employees, and offer returns to the business itself.
developed by all types of volunteering
assignments are strongly related to an individual’s When skills development is a key consideration for
personal effectiveness. These are: companies, the evidence from this research
clearly demonstrates which type of volunteering
 Communication skills activities are best suited to the development of
specific competencies. These findings are
 Ability to help others
summarised in Table 3 at the end of this chapter.
 Adaptability
4.
 Influencing and negotiating skills.
There are distinctive features of the learning
process associated with the volunteering
assignment that sets it apart from more traditional
2.
approaches to training and development.
It is very clear that different types of volunteering
Volunteering often requires employees to step
activities are better suited to developing particular
outside their normal working role and build
skills and competencies. Some of the key
relations with people who may have a very
observations are as follows:
different world view from their own. Respondents
report that moving outside their “comfort zone” in
Student mentoring is particularly helpful in
this way is extremely useful in both developing their
developing the volunteer’s skills and abilities in
skills and transferring these skills back into the
coaching and helping others to improve by
workplace. The results confirm that volunteering is
guiding and developing their performance.
a valuable experiential learning process that

30
Volunteering – The Business Case

allows the volunteer to develop skills, adopt new helped them perform better in their job. In
approaches and experiment with new addition, for this group, proportionately more
management styles. report that they have developed the skills and
competencies considered by the research.
5.
The motives behind an individual’s decision to 7.
undertake volunteering have an important impact These findings reinforce the importance of
on the benefits they perceive to get from the integrating volunteering activities into mainstream
experience. Among the significant minority (25%) of HR processes of appraisal and development.
those who seek to develop new skills through Companies that make serious efforts to use the
volunteering, almost two thirds believe they are volunteering activities to develop the skills and
performing better in their job as a result of their competencies of their employees reap real
involvement. benefits from so doing.

6.
In a similar way, among those whose volunteering
activities are part of the appraisal process, the
majority (58%) agree that the experience has

Table 3
Developing skills through different volunteering activities
 Very effective in developing this skill/competence
 Useful for developing this skill/competence
– Less effective in developing this skill/competence

Reading, language Student Enterprise Supporting School


or number partners mentoring workshops an education governor
charity

Adaptability     

Teamworking –    

Communication     

Influencing negotiation     

Problem solving     

Leadership     

Planning & organisation     

Decision making     

Helping others improve     

Financial skills – – –  

Building relationships     

Willingness to improve     

Business awareness – –  – 

Technical / professional skills – – – – 

31
Volunteering – The Business Case

32
Volunteering – The Business Case

3.
The Wider Personal Benefits of Volunteering

3.1 Introduction 34

3.2 Existing Literature 34

3.3 Impact on Career Development 34

3.4 The Personal Impact of the Volunteering Experience 35

3.5 Additional Benefits of Volunteering 36

3.6 Conclusions 37

33
Volunteering – The Business Case

3.1 For example, research undertaken by MORI in 2003


Introduction found that 60% of employees involved in
employee volunteering felt more positive about
In this chapter we turn to the wider benefits of the their employer, and 45% stated that their
volunteering. Specifically: motivation and likelihood of staying are increased.

 The impact of the volunteering experience on These findings are replicated by research
career development undertaken in the USA which shows that when
employees feel good about volunteering, they feel
 The personal impact in terms of improved self
good about the company they work for. In one
confidence, well being and job satisfaction
survey (Points of Light / LBG Associates, 2000)
 Broader personal benefits associated 94% of companies surveyed believed employee
with volunteering. volunteering provides a way to raise employee
morale.

Before presenting the findings of our analysis, it is


In addition, a study undertaken by the Council on
worth considering briefly what previous research
Foundations and Walker Information in 1996 found
studies have to say on these issues.
that employees involved in employer-sponsored
community events are 30% more likely to want to
continue working for that company and help it be
3.2
a success.
Existing Literature
More broadly, there is research evidence that
While employees volunteer for a variety of reasons,
suggests successful volunteering programmes can
career development can be cited as an important
help in recruitment and retention:
factor. According to a Home Office survey7 23% of
employees who volunteered listed the opportunity
 Nearly three out of four executives and CR
to ‘experience career benefits’ as an incentive to
managers interviewed in one study believed
participate. This finding is in line with the results of
that a corporate volunteer programme
this research reported in section 3.3.
significantly impacts a company’s ability to
recruit and retain talented employees and
Interestingly, the research evidence from America
enhance the company’s image as an
suggests that more employees see career
“employer of choice” (LBG Associates, 2004).
development benefits in volunteering. According
to a Deloitte Volunteer IMPACT Survey referred to  An employee benchmark survey found that
previously 86% of the 1,093 employees surveyed 70% of employees with a favourable
believe that volunteering can have a positive perception of their company’s community
impact on their careers. commitments planned to stay at that
company for the next two years, compared
Employers too agree that volunteering can with 50% of those with a less favourable
enhance the career prospects of their staff. There perception (Walker Information, 2003).
is strong research evidence from the USA which
suggests that carefully selected volunteering
TThe following sections consider the findings from
opportunities can accelerate employees’ routes
the current research.
to managerial roles in organisations as
volunteering can be both a training ground and a
proving ground for employees wishing to develop
3.3
their careers (Pidgeon, 1998).
Impact on Career Development
Much of the research shows that, as well as
Respondents were asked whether the skills and
enhancing career prospects, the experience of
experiences gained through the volunteering
volunteering often positively changes participants’
made them better able to apply for more senior
perspectives about their job and the company
positions. As the data in Table 4 shows, only a
they work for. Although employees’ general
quarter (24%) agreed that volunteering is helpful
attitudes about volunteering are not the focus of
for career development.
this research, it is worth mentioning these briefly, as
they can translate into business benefits through
However, it is worth noting that among the group
improved morale, motivation and retention.
of respondents who have their volunteering
experience assessed as part of their appraisal 7
Home Office survey of
10,015 people in 2001.

34
Volunteering – The Business Case

Table 4
Volunteering and career development

The skills and experience gained Strongly Disagree Agree Strongly Not Response
from the volunteering activity disagree agree applicable Count

Make me better able to


apply for more senior positions 5.5% 42.4% 21.1% 3.0% 27.9% 526

process, the proportion who agree that they are  More pride in the business (74% of respondents
better able to apply for more senior positions rises agree or strongly agree)
to 42%. This reinforces the point made in Chapter 2
 Increased motivation (73%)
of the additional value of linking volunteering
activity to the formal processes of assessment and  Higher job satisfaction (69%)
career management within companies.
 Greater commitment to the company (66%).

In addition, not only do the volunteers suggest that


3.4 their experience was positive, they are also
The Personal Impact of the overwhelmingly more likely to:
Volunteering Experience
 Undertake more volunteering in the future
In addition to the development of skills and
competencies, volunteering also has the potential  Recommend volunteering to a colleague
to improve the personal development of the  Talk positively about their company as a result
individual. For the vast majority of respondents to of their volunteering.
this survey, it is clear that the overall experience
was positive, as reflected in Table 5.
It should be noted that these positive benefits are
These positive responses present a powerful attributable across the board in the sense that they
argument for businesses to support their apply to all the different volunteering activities
employees in volunteering activities. As a result respondents are involved in.
of their experience, the vast majority of
respondents report:

Table 5
The personal impact of volunteering

The volunteering activity Strongly Disagree Agree Strongly Not Response


improved / increased my... disagree agree applicable Count

Self confidence 1.7% 10.3% 66.3% 12.9% 8.7% 526

Sense of well being / happiness 0.6% 4.2% 56.7% 34.6% 4.0% 526

Understanding of and empathy


with others 0.8% 2.9% 59.3% 35.4% 1.7% 526

Awareness of wider social issues 1.0% 3.0% 48.3% 45.4% 2.3% 526

Job satisfaction 2.1% 12.9% 50.7% 18.0% 16.3% 527

Pride in the company 1.1% 9.4% 50.4% 23.5% 15.6% 524

Commitment to the company 2.1% 16.0% 48.1% 17.9%) 16.0% 526

Motivation 1.9% 13.2% 53.7% 19.7% 11.5% 523

35
Volunteering – The Business Case

Finally, it is worth recording that for 35% of “Personal fulfilment and satisfaction with my
respondents, this was their first experience of job and the company.”
volunteering. For this group, the overall experience
“It’s given me greater pride in my
was also positive and there were no significant
employer.”
differences between the responses of people who
were new to volunteering and those who had
volunteered before.
3.5.2
These results indicate that our sample of volunteers Improved networking
were generally positive about volunteering. We
have no way to tell whether those who did not As we saw in Chapter 2, volunteering assignments
respond to our survey were less positive. often involve mixing with new groups of people,
Nonetheless, the research demonstrates clear inside and outside the employee’s company. This
potential benefits from volunteering and the aspect was highlighted by many as one of the
pattern of selective skills development shown in benefits of involvement.
chapter 2 suggests a good degree of discernment
and realism from the respondents. “Networking and meeting like-minded
colleagues in the bank that I may not have
met otherwise.”
3.5 “Volunteering increased internal networking
Additional Benefits of Volunteering opportunities for me.”

In this final section, we consider some of the “I saw skilled professionals from other parts
additional benefits of the volunteering experience of the business I would otherwise not have
by analysing the qualitative responses to the open met or had the chance to talk to.”
ended question – have you benefited in any other “I had the opportunity to network and build
way from the volunteering activity? relationships with many other people
outside of my normal work environment –
It is possible to identify three broad areas in which which in turn has lead to other
volunteers feel they have benefited. These are opportunities and events which I have
listed in descending order reflecting the frequency been invited to and enjoyed greatly.”
with which they were mentioned. Each of these is
considered in turn:

 Increased motivation 3.5.3


Intrinsic value
 Improved networking

 Intrinsic rewards One of the big benefits of volunteering highlighted


by respondents was the opportunity it gives to do
something worthwhile that is of real benefit to
3.5.1 other people. This was mentioned time and again
Increased motivation by respondents as the following quotes illustrate.

As we saw in section 2.2, much of the existing “It gave me a sense of well being,
research on the benefits of volunteering highlights contributing actively towards a social
the increased morale and motivation reported by cause.”
those involved. While this was not a focus of the “I value the personal happiness in giving
study, many respondents used the open ended back to society.”
question to speak about how their engagement in
volunteering increases their loyalty towards and “There is a personal sense of achievement
appreciation of the company they work for. The and good feeling I have made a
following quotes are typical of many others. difference.”

“Only a few of the top companies do this In addition, it is important to recognise that it is not
sort of thing. With my skills I could work for just the individual who benefits from the intrinsic
any company, but I would choose one that value of helping others. Several respondents
ran this sort of programme. It sets [THE reported that this “feel good factor” transfers
COMPANY] apart in the communities as a positively into the workplace.
company that is doing their bit for society.”

36
Volunteering – The Business Case

“No matter how bad a day you are having, These findings highlight that a well managed
once you have visited the school you volunteering programme can bring multiple
come back much happier and can have a benefits to the business and to the individual
more productive afternoon’s work.” employee. In Chapter 2 we saw the volunteering
experience is valuable in developing a series of
business relevant skills and competencies. In this
Chapter we have seen that volunteering
3.6
additionally brings tangible gains in terms of
Conclusions
increased job satisfaction, motivation and
commitment to the company. Whilst it would be
In this chapter we have considered some of the
extremely difficult to quantify the value of these
wider benefits reported by volunteers. The positive
benefits for an employer, they should be kept in
pattern of results sheds light on other aspects of
mind when considering the costs and benefits of
volunteering programmes that may benefit
running a volunteering programme.
employer and employee, supported by previous
research.
It would be an extremely complex task to assign a
financial value to these “softer” benefits
Previous research highlights the benefits to the
associated with the volunteering experience that
individual of involvement in volunteering in terms of
have been discussed in this chapter. However, it is
career development. While some respondents to
vital that these positive returns are taken into
this survey reported this as a benefit, this was not
account when we consider the costs and benefits
the case for the majority. In contrast, the majority
of organising a volunteering programme.
of respondents reported that their experience of
volunteering made them feel more positive across
We return to this issue in Chapter 5 when we
a range of measures including:
consider in more depth the relative costs of
running a volunteering programme with other
 Self confidence
more traditional approaches to training and
 A sense of well being / happiness development.
 Understanding of and empathy with others

 Awareness of wider social issues

 Job satisfaction

 Pride in and commitment to the company

 Motivation.

In addition, volunteers stated that they gain


greatly from the opportunity to do something
meaningful that helps others; and that through this
experience they feel better about themselves and
about the organisation they work for.

While the main focus of this research is on the skills


developed through volunteering, it is very
important that these wider gains are not forgotten
or discounted. There is a large body of research8 in
the HR field that shows there is a strong correlation
between employee satisfaction and work
behaviours such as absenteeism, turnover and job
performance. This current study does not attempt
to explore in any depth the nature of these
relationships. However, the fact that a large
proportion of volunteers report improved morale 8
Judge, T. A., Thoresen,
C. J., Bono, J. E., &
as a result of their activities is likely to have a Patton, G. K. (2001).
positive impact on their work role. The job satisfaction-job
performance
relationship:
A qualitative and
quantitative review.
Psychological Bulletin,
127(3),

37
Volunteering – The Business Case

38
Volunteering – The Business Case

4.
Corroborating the Skills Gain

4.1 Introduction 40

4.2 Line Managers’ Overall Impressions 40

4.3 Assessing Skills Before and After Volunteering 42

4.4 Conclusions 44

39
Volunteering – The Business Case

4.1 This is a very positive finding. Here are a group of line


Introduction managers who have no direct involvement in the
volunteering programme attesting to the value of
In Chapter 2 we saw that volunteering assignments these activities in terms of developing business
can be a valuable tool to develop the skills of relevant skills.
volunteers. Among our sample of 546 respondents,
a significant proportion reported that they had Building on this, the survey looked in greater detail at
developed skills across a range of competencies the line managers’ opinions about the value of
relevant to their work role. volunteering. We asked, of those that felt volunteers
do gain useful skills, what aspect of the experience is
Although these results provide a strong body of important in the development of these
evidence, they have been gathered through a competencies. The answers strongly reflect the views
retrospective self-reporting approach. In this of the volunteers themselves that were reported in
chapter we seek to corroborate the findings in two Chapter 2, as the following examples illustrate.
distinct ways:
“Planning events with external bodies and
1. negotiating for resources. These skills help
Questioning the line managers of this same group towards successfully managing similar tasks
of volunteers to ascertain an external view of the at work.”
skills developed. “Being aware of the context in which our
business operates is important.”
2.
Looking at a smaller sample of respondents who “Communication skills, teamwork and wider
assessed their skills before the volunteering awareness of the business environment.”
assignment and then again after their experience. “Volunteering has developed their ability to
deal with other people, and in potentially
difficult situations.”

4.2
Line Managers’ Overall Impressions Similar to those identified by the volunteers
themselves, one of the themes to emerge is the
Much existing research in this field relies on the self- value of developing and applying skills and
reported observations of the volunteers competencies in new situations outside the
themselves, but it strengthens the research to workplace. This not only presents an additional
compare this with an external perspective on challenge for the volunteer, but allows them to learn
these observations, where possible – here via the more about the community in which the business
volunteers’ line managers. operates.

The questionnaire surveys were only completed by We also asked line managers if there were any
a small number of line managers, but the findings aspects of volunteering that are not helpful for the
are nonetheless relevant. business. The only responses we received to this
question concerned the overall effectiveness of
Collectively, the line managers participating in this volunteering as a means of developing skills, already
part of the research were responsible for 169 direct seen to be a minority view. The following response
reports, of whom 25 people had been actively illustrates this point well.
involved in volunteering activities during the past
twelve months. Line Managers were asked both to “I believe it might be possible for volunteers to
assess the specific skills developed and to answer develop new skills, but I have yet to see the
some more general questions about the value of evidence from the people who report into
volunteering. me.”

One of the key questions asked of these line No line managers reported serious concerns about
managers was simply: ‘Do you feel the experience the value of volunteering to the business. This is not
gained by volunteers helps them to develop skills simply due to a response bias, with managers only
and competencies that are useful to your responding favourably – as can be seen in the
business?’ A large majority responded positively: following sections looking at their perspectives on
86% of line managers feel that volunteers do gain the specific skills developed, they were very
useful skills from their volunteering experience. discerning in judging the effectiveness and value if
volunteering.

40
Volunteering – The Business Case

4.2.1 It should be noted that there is a strong overlap


Developing specific skills and between these five skill areas and those identified
competencies as areas of development by the volunteers
themselves in Chapter 2. In addition, it is possible to
As can be seen from Table 6, a significant examine the responses in more depth at the level
proportion of managers reported that, for certain of the individual company. This shows that within
skills and competencies, they saw no difference in the same company, both line managers and
the development of their line reports who had volunteers are reporting that they have observed
been volunteering. At first sight, this may appear to skills gains in the same areas – particularly
be disappointing – especially for those adaptability, team working and communication
respondents who had themselves reported a skills.
positive skills gain from their volunteering
experience. However, a closer examination of the For other areas such as leadership, influencing and
results reveals an important pattern of evidence. negotiating, problem solving, and planning and
organisation skills, the picture is similar. Line
Line managers recognise that their direct reports managers report that between one in five and one
are developing their skills in five key areas as a in three of their staff are developing their skills in
direct result of the volunteering experience. These these areas through their volunteering experience.
areas are:
It is also worth noting that the three areas where
 Adaptability (57% of line managers asserted line managers noticed the least development or
that their direct reports had undergone some were unlikely to be relevant were the same
or significant skills development in this area) identified in Chapter 2 by volunteers as the least
likely to be developed through volunteering:
 Team working (52%)
technical / professional skills, business awareness,
 Willingness to continually improve (47%) and financial skills. It should also be noted that
there may be improvements in skills that would not
 Ability to build relationships and networks (37%)
be externally observable in a volunteer’s work role,
 Communication skills (31%). if these are not regularly called upon or displayed
in their job.

Table 6
Line managers’ assessment of the skills gain in their reports

No A little Some Significant Not relevant/


difference development development development Don’t know

Adaptability 37% 5% 47% 10%

Team working 37% 10% 21% 31%

Communication 47% 21% 26% 5%

Influencing / negotiation skills 37% 37% 21% 5%

Problem solving skills 42% 37% 21%

Leadership skills 42% 16% 21% 21%

Planning & organisational skills 47% 21% 31%

Decision making 58% 26% 5% 5% 5%

Helping others improve 53% 10% 10% 16%

Financial skills 63% 37%

Ability to build relationships 42% 10% 21% 16% 10%

Continual improvement 47% 5% 31% 16%

Business awareness 58% 16% 21% 5%

Technical / professional skills 63% 5% 16% 10% 5%

41
Volunteering – The Business Case

The pattern of findings from line managers Looking at some of the other characteristics of this
provides very important evidence. Although group of employees who assessed their skills before
the sample size is small, this offers external and after their involvement in the volunteering
corroboration of the self-reported results and adds activity, the following observations can be made.
weight to the business case for volunteering. The
results support the finding that, for a significant This cohort of volunteers is representative of the
number of employees, volunteering offers real sample as a whole in terms of their age, gender
opportunities to learn and develop specific skills and seniority within the organisation. However, it is
and competencies that are important to their notable that proportionately more of these
work role. volunteers had been with their organisation for less
than three years. Perhaps related to this, is the fact
that many of these people were volunteering for
4.3 the first time.
Assessing Skills Before and
After Volunteering The employees were quite confident about their
skills and competencies prior to undertaking the
Another way to get a more complete picture of volunteering assignment. On a scale of 1 to 10
the skills gained through volunteering is to ask (where 1 = minimal ability and 10 = a full
employees to rate their skills before they begin the understanding and ability) the majority of
volunteering activity as a baseline measure and respondents thought their skill level was 7 or 8 for all
then to repeat the exercise after some time spent of the areas under consideration.
volunteering, here a few months. Whilst this
approach provides perhaps a stronger set of Even though respondents reported a relatively
evidence, it is also considerably more time high level of competence in these different areas
consuming for the companies involved, and as a before they began the volunteering assignments,
result a much smaller cohort of volunteers they were still able to recognise some real
participated in this way – 31 volunteers in four improvements in their skills and competencies as a
companies9. result of their experiences.

As can be seen from Figure 1, these volunteers Some three months after their original assessment,
were predominantly involved in reading, number having undertaken the volunteering activities for
or language partners schemes, or other types of an academic term, the employees reported skills 9
Bank of America Merrill
student mentoring. gain in the following areas. Lynch, CMS Cameron
McKenna, Deutsche
Bank and Nomura.

Figure 1
Volunteering activities

School governor

Reading/language/number partner

Student mentoring

Mentoring or other support to school staff

0 10% 20% 30% 40% 50% 60% 70% 80%

42
Volunteering – The Business Case

 Adaptability – prior to undertaking the 4.3.1


volunteering assignment, 55.8% of respondents Other aspects of the
rated themselves as scoring 8 out of 10 or volunteering experience
above in this area. After the volunteering, this
rose to 82.1%. The survey also questioned these volunteers on
which aspects of the volunteering experience they
 Influencing and negotiation skills – in this area,
found most valuable in building or developing
while 72.1% of respondents scored themselves
these skills and competencies. Again, the results
7 out of 10 or more before volunteering, 82.1%
from this group reflect the views of the wider
scored 7 out of 10 or more after volunteering.
sample, as the following quotes illustrate.
 Problem solving skills – the volunteering process
saw the skills assessment rise from 63.9% of “Dealing with people who had such vastly
employees scoring 8 or more, to 82.2% scoring differing backgrounds to myself and were
8 or more. of a different age meant I had to very
 Leadership skills – in this area, the assessment quickly learn to put myself in their shoes
rose from 62.3% scoring 7 or more, to 71.5% and understand where they were coming
scoring 7 or more out of 10. from.”

 Helping others to improve – in the first “Definitely working with others and helping
assessment, 67.2% of respondents rated their them to learn about new things. This has
skills as 7 out of 10 or more. After three months helped me with assisting and guiding team
of volunteering, 71.4% of respondents rated members in work.”
their skills as 7 out of 10 or more. “It has made me more confident in
 Building relationships and networks – in this adapting my style to different audiences, I
area, the assessment rose from 52.5% scoring think I am more conscious now of the forum
8 or more, to 71.4% scoring 8 or more. I am addressing when I am presenting.”

“Being the leader of our sessions and being


Hence, it can be seen that the skills gain took fully responsible for planning events.”
place across two dimensions. First, for these six
areas, more employees rated themselves at the
Similar themes emerge to those reported by the
higher end of the spectrum as a result of the
larger sample as being important factors in
volunteering experience. Second, in two specific
reinforcing the learning process associated with
areas (influencing and negotiation skills, and
the volunteering experience. These are: being
helping others to improve) not only were more
exposed to a new environment; having the
people rating their skills highly, but the mode score
opportunity to interact with a wider group of
moved up from 7 to 8.
people; and being required to take on a
leadership role.
It is particularly noteworthy that the skills gained in
three specific areas correspond with the skills gain
Finally, this cohort of volunteers was asked in what
reported by the larger sample of volunteers who
other ways they had benefited from their
undertook the retrospective survey. These three
experiences. Again, the themes to emerge were
areas are:
very similar to those reported by the larger sample,
as the following quotes illustrate.
1. The ability to help others improve
(i.e. coaching skills)
“It is good to be able to help out in this way,
2. Influencing / negotiating skills it provides fresh perspective and a way to
3. Adaptability change your outlook on life.”

“Gives a sense that you are helping the


This finding provides corroborating evidence that wider community and giving something
the more robust process of a “before” and “after” back.”
assessment confirms the picture of real skills gain
“It has made me more aware that as well as
among the larger population of volunteers
being focused on developing key
surveyed retrospectively.
technical/financial skills needed for my job
that I also need to work on my soft skills
too.”

“Increased confidence, extended my


network within my company.”

43
Volunteering – The Business Case

“Volunteering is a great way to contribute


something back to the community. It
always makes you feel that much more
satisfied that you are being given the
opportunity to help someone a little bit
towards a better outlook in life!”

4.4
Conclusions

In this chapter we have looked at volunteers’ skills


development in two additional ways, using a
survey of line managers and a before and after
survey with volunteers. The results support the
findings from the retrospective survey, discussed in
Chapter 2.

It is clear that the overwhelming majority of line


managers feel that volunteers do gain useful skills
from their volunteering experience. They observe
measurable gains in the same business relevant
skills as reported by the volunteers themselves.

In addition, the experience of a sample of


respondents who assessed their skills before the
volunteering assignment and then again after their
experience, further confirms significant skills gain in
business critical areas.

44
Volunteering – The Business Case

5.
Understanding the Financial Costs
of Development Gains
5.1 Introduction 46

5.2 Existing Literature 46

5.3 Our Approach to the Research Question 47

5.4 Building Skills through Training and Development 47

5.5 Building Skills Through Volunteering 51

5.6 Comparing the Cost of Developing Skills Through Training and Volunteering 53

5.7 Observations on the Findings 54

5.8 Conducting a Full Cost / Benefit Analysis 56

5.9 Conclusions 57

45
Volunteering – The Business Case

5.1 Another relevant study (Tuffrey, 1995) sought to


Introduction develop a competency matrix that could capture
the skills development achieved through
The previous chapters have provided evidence of volunteering assignments. The competency matrix
skills gains through volunteering in a range of areas was completed by a sample of 52 employee
relevant to business, which supports the business volunteers drawn from seven UK companies. The
case for employers to run volunteering results suggest that volunteering activities can both
programmes. This business case can be further develop staff and impact positively on business
strengthened by considering the corporate performance. Specifically the research found that:
benefits of these activities and the costs that they
incur.  Three quarters of the sample (78%) said their
own performance back at work had been
In this chapter we therefore consider how enhanced.
companies benefit from the increased skills and  Just over half (56%) also reported that the
competencies that employees develop through overall performance of their business unit was
volunteering activities. We address this by improved as a result of the skills gained.
investigating two central questions:
 Where corroboration of these findings by line
 Are the skills and competencies developed management was possible, they generally
through volunteering assignments of relevance agreed that performance was enhanced
and value to the companies concerned? through the skills developed by volunteers.

 How do the costs of developing these skills and


competencies through volunteering compare While this is an interesting finding, the report does
with more traditional approaches to training recognise that the sample size is too small to offer a
and development? definitive conclusion of the business benefits from
this volunteering activity.
To put these questions in context, we first consider
what can be learned from previous research into The research makes reference to internal studies
these issues. undertaken by two companies – Marks & Spencer
and the Nationwide Building Society. These studies
found that volunteering development assignments
5.2 (typically involving staff being released for 100
Existing Literature hours during working time over three months to
undertake a specific project in a community
As reviewed in previous chapters, both our own group) both improved skills and allowed volunteers
and previous research provides evidence from to perform better back in the workplace. Most
companies and individual employees as to the importantly, the volunteers in these studies
potential benefits of volunteering. The key question suggested that they were able to make a positive
now reviewed is to what extent the skills contribution back at work as a result of the skills
development gain by an employee volunteer they had developed.
contributes to the commercial success of the
organisation. There is relatively little research Research from the USA also offers evidence that
evidence that moves beyond demonstrating the American employers believe employee
skills gained through volunteering to address this volunteering yields business benefits. In 1992, the
issue of the value to the business of the skills gain. Conference Board surveyed 2,500 executives in
1,800 US companies (with 454 responding) about
One study which does offer some evidence of the their volunteer programmes, and then followed this
link between volunteering, skills development and up with detailed reports on 30 companies
the potential business benefit was undertaken by (Conference Board, 1993).
MSS Market Research (1992), on behalf of the UK
Award for Employee Volunteering. This research The findings suggest that volunteer programmes
questioned 101 senior directors and managers in can contribute to competitive advantage through
major companies and found that 65% of cost savings in production, human resources and
respondents believed that employee volunteering community relations. The vast majority of
programmes yield business benefits because they respondents (86%) either “strongly agreed” or
offer training opportunities for employees. “somewhat agreed” with the statement that,
“volunteering provides training for employees”. In
addition, three quarters of respondents (74%) said

46
Volunteering – The Business Case

that volunteering seems to lead to increased To address this issue, we asked HR professionals in
productivity of employees. the companies involved in the research three
questions:
These studies highlight the potential value of using
volunteering as an alternative to, or in conjunction  Are the skills gained through volunteering
with, more traditional approaches to training and relevant to your business?
development. Another study looking specifically at
 Do these skills feature in your core competency
the relative merits of volunteering versus other
framework?
forms of training, questioned HR managers on its
perceived value in skills development (IVR  Do you offer training and development
Research Bulletin, 2005). opportunities for people in these skills and
competencies?
The research found that only two percent of HR
managers felt that incorporating volunteering Clearly, any potential business benefits are
activities that draw upon business skills and dependent on companies responding positively to
expertise in the company’s training and these questions.
development programme would cost more than
other development opportunities currently on The second question addressed here is how the
offer. The largest proportion of respondents (28%) costs involved in developing skills through
felt this would cost the same as traditional volunteering compare with the costs involved in
development activities while 16% felt it would cost enhancing these same skills through more
less. traditional training and development routes.

It is worth noting, however, that the majority of HR The research was designed to calculate the full
managers participating in this research (54%) felt cost of the volunteering route to staff development
they were unable to provide any insight into the accurately, and so that it could stand comparison
cost effectiveness of using volunteering as a with an assessment of the costs of other routes of
method of skills development compared to other staff development. Hence companies were asked
methods of learning, probably because the costs to provide data on the costs of running a training
of volunteering were unknown. and development department and the cost of
running an employee volunteering programme. It
The findings reported in the following sections should be noted that this includes the full cost of
address precisely this question about the relative managing and running volunteering programmes
cost effectiveness of different skills development (as it is not possible to separate out only those parts
approaches – how does the cost of developing relevant to skills development, for example).
skills through volunteering compare to the cost of
developing the same set of skills through traditional The research asked companies to provide detailed
training programmes? and commercially sensitive information. For this
reason, the results in this Chapter are reported at
an aggregate level. Where individual returns are
5.3 referred to, the companies in question are not
Our Approach to identified. In total, we received information from
the Research Question seven of the companies involved in the research.

Before analysing the data gathered from The following sections look in more detail at the
participating companies, it is important to make a responses to the research questions laid out here.
few observations about the methodological
approach to calculating and comparing the costs
of skills gained through volunteering and the costs 5.4
of more traditional forms of training and Building Skills through Training and
development. Development

Whilst the previous chapters have demonstrated In this section, we look at the data we received
perceived skills gains in volunteers, it is important to from HR managers on how they develop skills and
recognise that any observed improvement does competencies through traditional training and
not necessarily constitute a benefit to the development routes.
company per se. Therefore it is necessary to first
establish whether the skills developed contribute to
the success of the business.

47
Volunteering – The Business Case

5.4.1 undertaking a volunteering assignment offers a


Relevance of the skills developed valuable development opportunity in this respect.

We received the data returns from four HR In summary, the responses here support the case
departments. These provided the following that the skills employees develop through their
information: volunteering experience are of real value to the
business in driving forward aspects of individual
 HR managers reported that all of the skills and performance that are of relevance to their
competencies identified in our survey are of mainstream role within the company.
relevance to their businesses, which was to be
hoped, given the involvement of HR
professionals in the design and testing of the 5.4.2
competency matrix. Number of people trained
 Three of the four companies also reported that
Three of the four companies were able to provide
all of these competencies feature in their own
data on how many UK-based employees received
frameworks. The fourth company, a
training in these relevant areas. In one company,
multinational organisation, reported that it
85% of the staff (23,226 people) “undertook some
does not have “a distinct competency
form of classroom based or online learning during
framework for all [of the company]” but the
the past twelve months” in the skills areas relevant
different frameworks they use “will cover many
to this research.
if not all of these areas”.

 To reinforce the importance of these Another firm calculated that 1,880 employees
competencies to the business, training was were trained in relevant skills areas, representing
provided in nearly all of the skill areas by most 23% of the total UK workforce. The third company
of the companies. The only exceptions were had 99 employees undertaking training and
one company which did not provide training in development in the skills areas identified,
“adaptability”; and another which did not representing 6% of their UK employees.
provide training in “adaptability”, “helping
others to improve” and “continuous From the data available, the following four skills
improvement”. areas are the most frequently developed in terms
of the proportion of employees attending training
It is interesting that two of the four companies do programmes:
10
This is an indicative list
not provide training in adaptability, defined here of data that
as being effective in different surroundings and  Building business awareness – understand the companies were
with different tasks, responsibilities and people. It is context in which an organisation operates, the asked to provide.
However, different
legitimate to question the extent to which it is mission/vision and external constraints companies provided
possible to develop this skill through a traditional (undertaken by 42% of all employees in different sub-sets of
participating companies). this information.
training programme. It might well be that

Table 7
Comparing the costs of skills development 10

Costs of supporting volunteering Costs of training and development

Management time in running volunteering programmes The direct costs of delivering the specific training event

Costs of any brokerage service Incidental costs like travel and subsistence

Other costs (e.g. CRB checks) Costs of evaluation

Expenses paid for volunteers to travel to Lost time due to absence from work
and from schools/colleges, etc.

Costs of training undertaken to prepare the volunteers

Lost time due to absence from work

48
Volunteering – The Business Case

 Influencing / negotiation skills – influence and 5.4.4


persuade others, resolve conflicts and Costs of training
negotiate agreed solutions (22%).
It is important to note that we received information
 Planning and organisational skills – set priorities,
on the costs of providing training in five of the
define targets, plan work so results are
seven areas that were reported as offering the
achieved on time and within budget (16%).
greatest gains in skills development. These were:
 Communication skills – communicate clearly communications, influencing skills, building
and concisely with a wide range of people relationships, continuous improvement, and
and listen actively (7%). leadership. The two areas where there is evidence
of significant skills gain but we have no data on
training costs are the “ability to help others” and
5.4.3 “adaptability”.
Nature of the training provision
Within the companies responding, the yearly costs
As might be expected, training was provided of training an employee are shown in Table 8.
through a combination of:
These figures relating to the average costs of
 formal in-house training programmes providing training courses in specific areas
comprise the costs of both in-house and external
 external courses and programmes training provision. It should be noted that they are
 other training provision (including mentoring, conservative estimates of the overall costs
online and on-the-job training). involved as they do not appear to include the staff
and management time of people in the HR
The relatively small sample size of companies departments who are responsible for organising
providing data on this issue means that the training provision.
comparisons cannot be made about the cost
effectiveness of these different approaches to As an alternative way of considering the costs, we
training and development, and indeed nor was asked participating companies to provide data on
this the point of the research. Rather the aim is to the overall costs of training provision during the
compare the costs of “traditional” forms of training past twelve months to develop the skills relevant to
and development with the volunteering this research. The responses were as follows:
approach.
 One company spent almost £140,000 to
provide training in these skill areas, representing
an average spend of approximately £1,500 per
employee.

Table 8
Reported costs of providing training and development

Competence Average (mean) cost Range


Highest cost Lowest cost

Communications £485 £620 £350

Influencing £375 £470 £305

Planning £510 £670 £350

Building relationships £325 £350 £300

Problem solving £180 n/a n/a

Continuous improvement £300 n/a n/a

Leadership £2,550 £3,500 £1,100

49
Volunteering – The Business Case

 The second company spent almost £400,000 to considers training spend across the company as a
provide training, representing an average whole.
spend of approximately £400 per employee.
It is, however, reasonable to consider that the
 The third company that provided data stated
average total training spend per person per
that its total learning spend for the year was
annum in the UK may be considerably higher that
£9.2 million, again representing an average
the £400 figure reported in our study. This is an
spend per employee of just over £400.
important consideration to bear in mind when
comparing this data with the information on the
As these are overall figures, the extent to
costs of providing volunteering opportunities for
which they capture HR and management time
staff.
is unclear.

5.4.6
5.4.5
Summary of the costs of
Training cost data from other sources
training and development
Given the small sample of companies responding
The following findings and conclusions can be
to this part of the research, it is important to
drawn from the research:
consider broader sources of information about the
amount companies typically spend on training
1.
and development.
It is important to recognise that although the
research survey instrument was the same for all
The most comprehensive report on this issue is
respondents, the data supplied by each company
published by the UK Commission for Employment
differed slightly. However, despite these
and Skills11. This draws together many existing
differences, there is a degree of consistency in the
datasets from reliable sources across Europe
results of the analysis suggesting the data provided
including the most recent data on training and
by the companies provides a relatively robust
development spend which was produced by the
picture of the current situation.
Chartered Management Institute (CMI) in 2004. As
can be seen in Table 9, this data shows the
2.
average spend on management development
There is clear evidence that the skills and
across seven European countries, including the UK.
competencies developed through volunteering
assignments are of direct relevance to these
The average training spend per manager in the UK
businesses. Many of these skills feature in the
in 2004 was €1,625, or £1,470 at the time of writing. 11
“UK Commission For
mainstream competency frameworks used by
This is clearly significantly above the figures quoted Employment And
companies to monitor and guide staff Skills – Ambition
by two of the companies providing data for this 2020” (2009)
development.
study, but in line with the third. It should also be 12
Mabey, C and
noted that the CMI data refers to training and Ramirez, M.,
“Developing
development for managers, where this study
Managers:
A European
Perspective” (2004)

Table 9
UK average costs of training and development

Country Training spend in Euros per manager12 (average per year)

Germany €4,438

Denmark €3,387

Norway €2,734

France €2,674

Spain €1,803

UK €1,625

Romania €424

50
Volunteering – The Business Case

3. example, the largest programme (involving almost


In addition, all of the responding companies are 1,100 volunteers across the UK) is managed by just
investing significantly in training and development one person.
programmes to build these competencies in their
staff – through a combination of in-house, external However, this crude measure of the number of
and on-the-job training. people involved in managing the volunteering
programme provides little indication of the actual
4. costs. To assess this figure, we first asked
The costs of providing this training vary according respondents to calculate the full-time equivalent
to the skills area – ranging from a typical cost of (FTE) measure of staff running education-related
£180 for a programme to develop problem solving volunteering programmes. This more meaningful
skills; to an average of £2,550 for a leadership measure revealed the following data:
development programme.
 The average (mean) management time spent
5. organising employer supported volunteering
Among companies responding to this survey, the initiatives in education is a FTE of 0.72 (this
average (mean) training spend to develop equates to almost three quarters of one
employees in the relevant competencies is £400 person’s full-time role).
per person per annum, although one of the smaller
 The lowest figure for management time
organisations in our study (with approximately
was an FTE of 0.2 and the highest was an FTE
1,700 employees) is spending considerably more
of two people.
per capita. In addition, UK data from wider sources
suggest the training spend might be much higher
than this figure of £400 per person per annum.
5.5.3
Management costs in running
volunteering programmes
5.5
Building Skills Through Volunteering
The next step is to calculate the costs to the
business of employing the people who undertake
In this next section we examine the costs of
this role.
developing this same range of skills and
competencies through the volunteering route,
We asked the companies to provide data on the
using data from six of the companies in our study.
total costs of the staff who devoted time to
managing and administering the education
related volunteering programmes over the last
5.5.1
twelve months. This figure was derived from salaries
The extent of volunteering
plus additional employment costs (e.g. NI
contributions, pension contributions, etc.).
Among the six companies completing this part of
the survey, just over 4,200 employees are actively
The responses to this question show that the costs
engaged in volunteering programmes across the
(salaries plus on-costs) of those involved in
country. Of these, 737 are involved in education
managing volunteering programmes range from
based volunteering in London, with the number
£18,000 to £80,000 with a median value of £45,000
per company ranging from 51 to 255, a median
and a mean of £50,000. These costs, provided by
figure of 102, and an average (mean) of 123.
participant companies, included a couple of
outlying figures, which distort the mean
calculation. For this reason, and given the small
5.5.2
sample size of respondents, the median average
Management time devoted to
of £45,000 has been used in further calculations to
volunteering programmes
ensure a more representative average figure of
the sample as a whole.
The number of people directly involved in
managing volunteering programmes in these six
It is possible to verify how representative these
companies varied across organisations – from one
figures are by contrasting them with data from a
person to four people. Interestingly, there is no
wider survey about pay scales in the CSR
direct correlation between the size of the
profession in general. The latest such survey13
volunteering programme (in terms of the number
produced by Acona, Acre Resources and Ethical
of participants) and the number of people
Performance shows that the median salary in the 13
“The CSR Salary
involved in managing these activities. For Survey 2008/2009”

51
Volunteering – The Business Case

profession is in the region of £45,000 to £50,000. It costs beyond the management costs described
would seem then that the salaries paid to people above. As such, these figures could be considered
managing employee volunteering programmes in to be an over-estimate of the average costs
the companies involved in this research are involved.
broadly in line with those of people in the wider
CSR profession. In summary, the data provided by those
companies participating in this research suggest
The figures here refer to the total annual costs, that the typical costs for supporting an employee
however, and hence need to be adjusted for the volunteering programme is £14,475 per annum. This
amount of time people devote to the task of is in addition to the direct management cost of the
managing volunteering programmes. Multiplying people involved in running the programme, which
the median management costs (£45,000) by the was calculated in section 5.5.3 as £32,400.
average time spent organising employer
supported volunteering initiatives in education 5.5.5
(0.72 FTE) gives the actual costs among the firms in Management costs per volunteer
our sample of £32,400 per annum.
The final stage in the process is to look at the
By way of comparison, it is worth noting that the overall costs involved in supporting volunteers on a
typical salary costs of an HR practitioner at a per capita basis – in other words, how much do
“manager” grade is between £36,000 and £56,000 companies spend to support each volunteer in
according to a recent benchmarking report from carrying out their activities?
a specialist HR recruitment company14. This shows
14
“Michael Page
that HR salaries range from £22-27,000 at the This figure can be derived by the simple Human Resources
Assistant/Admin Officer grade to £77,000+ at the calculation: Salary Survey 2010.”
15
Director level. Only one company
 Management costs + additional costs / supplied data on this
average number of volunteers = element. This stated
that the total costs for
per capita spend providing
5.5.4 communications
Additional costs in running The actual figures are: about all volunteering
volunteering programmes  £32,400 + £14,475 / 123 employees = £381.10
opportunities across
the whole EMEA
region (Europe,
As well as calculating the direct management Hence, for the companies participating in this Middle East and
costs of running volunteering programmes, it is Africa) were
research, the average cost to support each approximately
important to consider all other costs involved in volunteer is £381. £20,000. We have not
supporting volunteers. Table 10 sets out these included this in our
calculations of
potential costs; the figures shown represent the We can also look in more detail than simply the average annual
average costs among all respondent companies. spend as it is not
average costs across the sample as a whole. It is
possible to attribute
possible to make the same calculation for each of this cost in a
It is important to note that no single company the six companies providing data for this element meaningful way to
reported incurring costs for all of these elements – gaining support for
of the research. Table 11 shows this information at
indeed many companies have few additional volunteering activities
the individual company level. in education based
initiatives in London.

Table 10
Additional costs of supporting volunteers
Items of expenditure Average annual spend

Costs of any brokerage service fees related to education based volunteering


(e.g. fees paid to Business Action on Education or other brokers) £3,000

Direct costs involved in supporting the volunteers in education programmes (e.g. CRB checks) £2,725

Expenses paid for volunteers to travel to and from schools/colleges, etc. £8,400

Costs of any training undertaken to prepare the volunteers before they began their
assignments in education initiatives £350

Costs of delivering internal communications campaigns to encourage employees to


take up volunteering activities see footnote15

TOTAL £14,475

52
Volunteering – The Business Case

Table 11
Per capita spend on supporting volunteers in education
Business No. of volunteers in the No. of volunteers in Per capita spend on
UK (approx) education (approx) volunteers in
education

Bank 300 50 £484

Law firm 800 255 £338

Bank 970 100 £33516

Bank 700 100 £321

Law firm 500 75 £220

Bank 1100 150 £147

16
This data is derived through the same (time and expenses) of the most cost-efficient The data for this
company includes the
methodology described here. Figures are collated programme. communications costs
for the management costs and additional costs of £20,000 excluded
from the aggregate
that are attributable to supporting employees 4.
calculation.
engaged in education-based volunteering Despite this variation, among respondent
activities. The sum of this data is then divided by businesses the average annual cost to support
the relevant number of volunteers in each each volunteer involved in an education based
company. activity in London is £381 per person per annum.

5.5.6 5.6
Summary of the costs of Comparing the Cost of Developing Skills
supporting volunteers Through Training and Volunteering

The following conclusions can be drawn from this In this section, we move on to make a direct
analysis of the data on the costs of supporting comparison between the cost of developing a set
employee volunteering activities: of skills and competencies through the traditional
training and development route, with the costs
1. involved in developing these same range of skills
The direct management cost of staff who organise and competencies through volunteering.
and administer the employee volunteering
programmes is a substantial element of the cost to An analysis of the data provided by the
the business. On average, this accounts for two- participating companies shows that the cost to the
thirds of the total costs. business of both processes of skills development is
broadly the same:
2.
There are, however, important additional costs  In section 5.4 of this chapter we saw that the
involved in running an effective volunteering lowest estimate of the average training spend,
programme, especially one that involves among the small sample of companies in this
interaction with children and young people in research, to develop employees in the relevant
education. Brokerage fees, travel expenses and competencies is £400 per person per annum.
direct costs such as Criminal Record Bureau (CRB)
 In section 5.5 we found that the average
checks all need to be accounted for. Together
annual cost to support each volunteer who is
they represent about one third of the total costs.
developing the same skills and competencies is
£381 per person per annum.
3.
Within the sample of companies providing data for
Hence it appears that both routes to skills
this research, there is a relatively large variation in
development use a similar level of resources.
the overall costs of administering a volunteering
Indeed, a strong argument can be made that the
programme. The most “costly” programme in per
volunteering route to developing skills is
capita terms uses over three times the resources

53
Volunteering – The Business Case

considerably less resource-intensive as the data 5.7


from a broader UK survey on training costs suggest Observations on the Findings
the typical training spend per employee could be
considerably higher, and also because the Given the significance of this finding, it seems
volunteering figures used in this research have appropriate to raise a few challenges to test the
been very conservative and include the full cost of reliability and robustness of the results presented
an employee’s involvement in volunteering, above. Specifically we consider two important
including time out of the office and management. issues:
In addition, as noted previously, the data on costs
for training and development do not necessarily 1.
include the staff and management time of people Have we accounted for all the costs involved in
in the HR departments who are responsible for the different approaches to skills development?
organising this training provision.
2.
In addition, as noted previously, the data on costs Are we comparing like with like in considering the
for training and development do not necessarily competencies acquired through the different
include the staff and management time of people routes to skills development?
in the HR departments who are responsible for
organising this training provision.
5.7.1
Hence, it is clear that for those companies seeking Accounting for all costs
to develop core competencies the cost of doing
so through volunteering assignments is potentially As far as possible, the research survey asked
far less expensive or resource intensive than other respondent companies to collect information on
approaches to training and development. the total costs involved in running volunteering
programmes and organising training and
This is clearly a very significant finding: development programmes.

 In Chapter 2 we showed how employees are Most companies were able to provide a full
confident that they develop skills and breakdown of the costs – both direct
competencies through their volunteering management time and indirect expenses –
assignments; and that this skills development is associated with running their volunteering
useful and applicable to their work in the programmes. We are therefore confident
business. that the average costs for supporting volunteers
 In Chapter 3 we showed that there are a range outlined in section 5.5 of this chapter are
of significant additional benefits across a range accurate.
of factors including increased job satisfaction,
motivation and commitment to the company. In considering the costs of training and
development, all companies were able to
 In Chapter 4 we showed how the evidence of provide data on the direct costs of training
relevant and valuable skills gain is programmes – whether these were provided in-
corroborated by the line managers of these house or externally. It could be argued, however,
volunteers. that the fixed costs associated with the overall
 We have now shown that this business-relevant provision of training and development (i.e. that
skills gain can be attained through proportion of the management costs of the HR
volunteering programmes at a lower cost to department that organises staff development)
the company than more traditional were not explicitly identified or accounted for.
approaches to training and development.
It is possible that such costs are charged to a
This finding is the strongest articulation of the central staff development budget and do not
business case for supporting employee appear in the figures supplied by respondents to
volunteering programmes that we have seen in this survey. If this is the case, this reinforces the
research published on this subject to date. argument that developing skills through
volunteering programmes is less costly to the
business than other forms of training and
development.

In addition to these “overhead” costs, there is one


further element that could be included in the

54
Volunteering – The Business Case

Table 12
Approximate value of time “lost” to volunteering
Total hours spent volunteering in work time per annum Cost per hour Total annual cost

2,345 £42.00 £98,490

1,409 £21.43 £30,194

877 £24.50 £21,486

591 £24.85 £14,711

calculations. This relates to the time lost due to 5.7.2


absence from work – whether this is to attend a Comparing like with like
training programme or participate in a
volunteering assignment. Turning to the second issue for consideration, it is
legitimate to ask the question whether the skills and
The survey instrument used for this research did ask competencies developed through volunteering
companies to account for the number of hours the same as those acquired on traditional training
employees spent on company supported programmes?
educational volunteering activities during work
time. In addition, it also asked companies to The analysis throughout this chapter has
indicate the average hourly costs of employees highlighted specifically which skills and
(salaries and on-costs). Complete data on these competencies are under consideration. To a very
two elements were provided by four companies, large extent, the respondent companies were
as shown in Table 12 below. In total, these four clear that they are concerned about the
companies have 484 employees actively development of precisely the same set of
engaged in education related volunteering competencies.
activities.
However, when we consider the costs of skills
This shows a wide variance in the “lost” time spent development, it is clear that certain competencies
volunteering. These data can be interpreted in a are more difficult, time consuming and costly to
number of ways: develop. For example, we saw in Table 8 the wide
difference between the cost of a typical
 The average (mean) number of hours leadership programme and the cost of a typical
employees spend volunteering is no more than programme on problem solving.
11 hours per year – approximately one and a
half days. Such differences come as no surprise and simply
 Using an average salary figure of £28.20 per reflect the different factors that contribute towards
hour (the mean of the salary data provided by the costs of training and development
respondent companies, as shown in Table 12), programmes. These include:
the per capita value of time spent away from
work during volunteering assignments is £310.  The nature of the subject matter being taught
and whether the aim is to impart knowledge
 Among this small sample, the average total (e.g. problem solving techniques) or develop
costs for employee time spent volunteering in broader competencies (approaches to
education programmes is £41,220 per annum. leadership)

While these figures are interesting, it was not  The length of the programme
possible to ascertain how much time (or the value  The skills and experience required of the trainer
of that time) employees spent participating in or facilitator.
other training and development activities and this
remains an area for further investigation. While this research has captured the different costs
of training programmes which develop skills and
competencies in specific areas, it has not been
possible to ascertain the costs of organising and

55
Volunteering – The Business Case

administering different types of volunteering 4.


activities. That is, it has not been possible to Isolate the improvement in the individual’s
differentiate the costs of organising a school performance attributable to the skills and
governorship, for example, with those of running a competencies gained through the training.
reading programme. (It should not be forgotten
that in Chapter 2 we saw that different Assuming steps one to four can be achieved, it
volunteering activities are better at developing would then be necessary to assign a financial
different skills and competencies). value to the performance improvement observed.
The precise nature of the financial benefits will vary
However, the fact that we are only able to present according to someone’s role within the
data at the aggregate level, by showing the organisation, but examples might include:
average costs for managing all types of
volunteering activities, does not invalidate in any  increased productivity
way the conclusions of this research. This simply
 higher sales
flags up another area for further investigation if we
are to present a more complete picture of the  better quality output and/or lower error rates
overall cost effectiveness of the various alternative
 improved customer satisfaction rates.
methods to developing skills and competencies.
Where the training outcome is not so clear, for
example an improved general management skill
5.8 such as leadership, an alternative approach is
Conducting a Full Cost / Benefit Analysis needed based on estimating the value added by
the training intervention. The research evidence
In this penultimate section, we consider how future
suggests that understanding the tangible benefits
research can build on the findings from this study.
of training and development requires assumptions
The analysis undertaken in this study is obviously
to be made and can be largely a question of
based on a cost comparison alone. One clear
judgement.
direction for further investigation is to move
beyond the comparative costs of different
Not surprisingly, this whole area of assessing the
approaches to skills development to conduct a
return on investment from training and
complete analysis of the costs and benefits
development has exercised academics for many
involved.
years (Charlton, 200517). While it is relatively
uncomplicated to determine the costs of
In other words, do the benefits of the skills gained
developing skills, the benefits are often diffuse, are
outweigh the cost of their development? By
only realised over time and cannot always be
looking more closely at this issue, one can create a
costed. Because of this, many would argue that
more complete picture of the relative cost
conventional approaches to training and
effectiveness of acquiring skills through
development are often inadequately assessed.
volunteering assignments and training
It is simply widely accepted that training is a
programmes.
“good thing”.

Obtaining an understanding of the benefits of skills


It is clear that the difficulties in assessing the
development is relatively straight forward in
business gains of skills development apply equally
principle, but can potentially be extremely difficult
to volunteering assignments as to traditional
in practice. In theory, the approach to calculating
approaches to training. As such, while it would be
the benefits derived from any training and
valuable to assess both the costs and the benefits
development intervention would typically involve
of developing skills through volunteering, one must
the following four steps:
be careful to avoid setting higher standards for
assessing this area of activity than applies to
1.
traditional training and development.
Measure an individual’s ability to perform a task or
carry out their work role prior to undertaking
training

2.
Individual participates in the training intervention 14
Charlton, K. (2005)
3. Seeking The Holy
Grail of Return on
Reassess the person’s ability to perform the task or Investment,
carry out their work role Communique,
p. 2, Summer

56
Volunteering – The Business Case

5.9 In conclusion, a strong argument can be made in


Conclusions support of employee volunteering.

Much of the research to date has offered  It delivers real social benefits to partner
evidence that employees are able to develop and organisations which gain from the advice,
acquire skills through volunteering assignments. This guidance, knowledge and experience of the
evidence has been confirmed by the current volunteers.
study.  Employees themselves report improved morale
and increased job satisfaction, motivation and
In addition, in this Chapter we have moved a step commitment to the company as a direct result
further in the analysis by addressing two specific of the opportunities afforded by their
questions: volunteering experience.

 Are the skills and competencies developed  Most importantly, this research has
through volunteering assignments of relevance demonstrated that volunteering is a highly cost
and value to the companies concerned? effective route to skills development that
compares very favourably with more
 Are the costs of developing these skills and traditional approaches to training and
competencies through volunteering development.
significantly different from more traditional
approaches to training and development?

In addressing these questions we have shown:

 There is very clear evidence that the skills and


competencies developed through
volunteering assignments are of direct
relevance to the companies involved. Many of
these skills feature in the mainstream
competency frameworks used by companies
to monitor and guide staff development; and
all of the companies are investing significantly
in training and development programmes to
build these competencies in their staff.

 There are variations in the costs of developing


specific skills and competencies in certain
areas (e.g. leadership skills are more costly to
develop). Despite these understandable
differences, the companies involved in this
research are typically investing at least £400
per person per annum in direct costs to
develop relevant skills and competencies in
their staff. However, data from a broader UK
survey on training costs suggest the typical
training spend per employee could be
considerably higher.

 In comparison, we found that the average


annual cost to support each volunteer who is
developing the same skills and competencies is
£381 per person per annum.

 Hence, for those companies seeking to


develop core competencies – such as
influencing and negotiation skills; planning and
organisational skills; and communication skills –
the cost of doing so through volunteering
assignments is less expensive than traditional
approaches to training and development
even using the most conservative estimates.

57
Volunteering – The Business Case

58
Volunteering – The Business Case

6.
Case studies

6.1 Introduction 60

Case Study One – Deutsche Bank 61

Case Study Two – Accenture 64

Case Study Three – BNY Mellon 66

Case Study Four – Nomura 69

Case Study Five – Investec 71

Case Study Six – Freshfields Bruckhaus Deringer LLP 73

Case Study Seven – Société Générale 76

Case Study Eight – Financial Services Authority 78

6.2 Lessons learned from the Case Studies 80

59
Volunteering – The Business Case

6.1
Introduction

In this Chapter we turn to a series of case studies In broad terms, all the interviews followed a similar
from eight companies that participated in the format and covered the following issues:
research. In addition, we include a case study on
Accenture, which has an interesting example of The business case – The perceived business
skills based volunteering in its Accenture Business benefits of supporting employees’ volunteering
Class Programme. in education.

Thus far, the research study has largely The link between volunteering and skills
concentrated on a quantitative analysis of the development – The extent to which volunteering
surveys that showed the skills gained through assignments contribute to staff development.
volunteering and the value of this skills gain to the
employees and the company they work for. Collaboration between CSR and HR functions –
How the two areas of the business work
These case studies move beyond this data driven together to ensure volunteering can support
approach to consider a more qualitative analysis skills development.
of the direct experience of a selection of
companies running successful volunteering Measurement and evaluation – How the skills
activities. Specifically, we sought to understand in developed through volunteering are assessed
broader terms what lessons can be learned in and measured.
designing and delivering an effective volunteering
programme which promotes real skills Challenges and lessons – How others can learn
development. from the case study companies.

To obtain this information, we spoke to the CSR


professional responsible for the volunteering
programme, and a senior HR colleague
responsible for training and development within
the organisation. These interviews were informed
by a structured discussion guide.

60
Volunteering – The Business Case

Case Study One


Deutsche Bank

Current activities Programme design


Within the company’s UK operations, about In designing each volunteering programme, the
15% of Deutsche Bank employees are involved in first priority is to identify a real community need in
volunteering across 30 different programmes the area where Deutsche Bank wants to take
including team challenge events. The company action – including pinpointing gaps which have
policy is to grant each permanent employee two not been filled by other initiatives. For example, the
days paid leave each year to volunteer on the company found that in London there is a
Bank’s programmes (at their manager’s significant amount of mentoring activity already
discretion). taking place in primary schools, but relatively little
in local secondary schools. It therefore chose to
Focusing primarily on education-based focus its efforts on the latter where there is
volunteering programmes, Deutsche Bank works insufficient resource.
with a number of partners to organise almost
20 different volunteering schemes including: When designing volunteering opportunities,
Deutsche Bank also seeks to establish what type of
 Number partners, language partners and activity is of interest to employees, as well as
reading partners in secondary schools ascertaining what is possible in terms of time and
resource available. Where there is limited time and
 Mentors in secondary schools (involving face to
resource, an important recent development has
face and e-mentoring)
been the introduction of e-mentoring. This is less
 Senior management mentors time intensive for employees and enables the Bank
to assist children at schools which are often
 Homework clubs
overlooked because they are located further
 A Saturday Supplementary School away from businesses.
 Learn2Earn and Personal Economics workshops
Deutsche Bank is clear that community needs
 Two school board placements. come before business needs in the design of
volunteering programmes but there are examples
The partners helping to organise these activities of programmes that are driven initially by business
include CSV, Project Shoreditch, the University of requirements. One such example is the work
Greenwich, Young Enterprise, the British Museum, carried out by the MBA intake. A two week gap
Youth Sport Trust, Brokerage Citylink, Spitalfields was identified in the MBA training programme,
Together and ELBA Legacy 2020. which the Corporate Citizenship team was asked
to fill with appropriate volunteering activity. The
team developed a volunteers’ consultancy
service for community partners, where the MBA
students provided support on areas for which
community partners needed help. The MBA
volunteers carried out a variety of work for the
partners including feasibility studies, marketing
programmes and reviewing HR strategies. Through
this volunteering, the students were able to
develop skills and competencies, whilst the
community partners benefited from free
consultancy services.

61
Volunteering – The Business Case

Case Study One


Deutsche Bank

Working with HR colleagues Business benefits


Staff at Deutsche Bank working on volunteering Deutsche Bank’s well established approach to
programme development tend to work directly volunteering emphasises the benefit of skills-
with business units rather than going through HR. related volunteering to both employees and the
However, the Corporate Citizenship team is community partners involved. The Bank has found
conscious of the broader development needs of that volunteering can improve morale and
employees and aims to find the right opportunity retention and that it provides a great opportunity
for current and potential volunteers. for staff to develop key skills.

This means the company adopts a very personal In addition to skills and competencies
approach to matching the employee with development, the Bank believes that its CSR
volunteering opportunities, and Corporate strategy as a whole is a key differentiator within the
Citizenship staff within Deutsche Bank sit down on a financial sector, and that volunteering is an
one-to-one basis with employees and establish: integral part of this commitment to responsible
business.
 The objectives of the employee
Volunteering has been found to be particularly
 What the employee has to offer
relevant to recruitment – the Bank finds it is
 Particular skills that the employee increasingly asked what volunteering opportunities
wishes to develop it can offer recent graduates – and believes that a
varied and carefully designed community
 Areas of interest to the employee.
involvement programme ensures Deutsche Bank
continues to recruit the best talent.
The results of this process are presented by the
Corporate Citizenship team to HR colleagues
formally at least twice per year.
Measurement
In order to measure business benefits, there is a
In addition, members of staff at the middle and
degree of evaluation for all volunteer
senior management level are mapped in terms of
programmes. The level to which volunteers are
their performance and development requirements
asked to evaluate their volunteering activity varies
in a talent review process. Key individuals have
between programmes, but usually involves a
talent development programmes established
survey. Frequently asked questions include:
which seek to identify and fill gaps in their skills and
knowledge. Volunteering experience comes into
 “What skills have you developed as part of your
this process, and the Corporate Citizenship team
volunteering experience?”
at the Bank will work to develop programmes
which can fill those identified gaps.  “Has your perception / opinion of the bank
changed since volunteering?”
In a similar way, line managers are able to
approach the Corporate Citizenship staff at
Some programmes are followed up by face-to-
Deutsche Bank, and ask for team building
face interviews, carried out by Deutsche Bank’s
volunteering events which aim to improve the way
main volunteering partner, CSV (a UK based
their team works together.
volunteering and training charity) which provides
the bank with a summary report of the interviews
carried out.

Deutsche Bank plans to integrate volunteering


more formally into employees’ appraisals and
personal development plans and to build
awareness amongst employees of how they can
do this.

62
Volunteering – The Business Case

Case Study One


Deutsche Bank

Challenges and lessons learned 3.


Success in volunteering programmes at Deutsche Obtaining internal buy-in is another important
Bank is closely linked to five important factors. criterion for success. At Deutsche Bank there is
These are as follows: good support from senior levels; the Director of
Corporate Citizenship in the UK reports to the
1. Executive Committee once every two months on
The quality of partners and intermediaries is vital. CSR activity, which includes volunteering. In
Currently, the Bank’s main intermediary is CSV, addition, members of senior management are
along with the East London Business Alliance and involved in volunteering themselves.
Young Enterprise. Deutsche Bank believes that
every effort should be made to communicate and 4.
interact successfully with these partners. Engaging employees early in their careers can also
be linked to future success. The Corporate
The company has had both positive and negative Citizenship team within Deutsche Bank
experiences with its community partners, including encourages participation of new employees by
the schools themselves, and has found that these holding a presentation to new recruits every
relationships have a direct impact on the quality fortnight, and emailing new employees upon their
and success of the volunteering itself. In particular, arrival at the Bank. In addition, there are monthly
Deutsche Bank has found that a good, engaged volunteering newsletters, emailed to the whole
head teacher will have a significant impact on the company, and volunteering lunch drop-in sessions.
success of a partnership.
5.
2. Finally, in terms of the programmes sustainability
It is important that community partners really need over the long term, it is vital that employees
the assistance that volunteers are offering. In this receive feedback on their activities and know that
sense, it is imperative that the partnership their contribution has made a real difference.
ascertains exactly what is needed in the There needs to be a positive internal culture, where
community, as well as identifying what the people feel they can utilise their two day
company can offer to that community. allowance without negative reactions from peers
Companies which are serious about volunteering, or line managers about time taken off to volunteer.
and recognise the contribution it can make It is important to communicate across the whole
internally and externally, need to recognise that company the positive contribution volunteering
this comes with resource implications, and they makes to community partners and the business.
need to be prepared to commit that resource.

63
Volunteering – The Business Case

Case Study Two


Accenture

Current Activities struggle with, such as presentation. In order to


Accenture has a large volunteering programme complete the course and graduate from the
and allows three days paid leave per year for academy, participants will have to deliver a
employees wishing to take part. Generally, the presentation for the ABC Programme, thereby
company chooses to focus its support on skills based benefiting the community too.
volunteering; trying to make the best use of the
knowledge, experience and expertise of its people.
As such, Accenture’s overarching theme for its Working with HR colleagues
corporate citizenship programmes is ‘Skills to Interestingly, the team organising volunteering
Succeed’, which refers both to skills development across Accenture sits within the HR function, rather
internally (amongst employees) and externally than community investment or corporate
(within the community). responsibility. This reflects the fact that Accenture
believes volunteering and employee development
Last year, 2000 people volunteered at Accenture – are closely linked.
which was 21% of its UK workforce. The company
works with a range of community partners, including Accenture is increasingly treating volunteering as a
the Prince’s Trust and Young Enterprise, and has form of training, sometimes supplementing formal
identified five drivers for its volunteering training programmes with volunteering activities.
programmes. These are: Furthermore, when undertaking training for a
volunteering experience, employees can charge
1. Inspiring and engaging young people. the time to their ‘training’ job code.

2. Enhancing the Accenture brand and reputation.


A key champion of the ABC Programme is the Head
3. Driving strategic skills development in local of HR, who is seeking to fill skill gaps internally,
communities and among employees. The main through the programme. A recent example of this
skill areas volunteering programmes at link involved a group of trainees, who were posed a
Accenture aim to improve are presentation, real business challenge as part of their
coaching and leadership. development by one of Accenture’s ABC
community partners.
4. Showcasing the ability of Accenture as a
business.
At more senior levels, the ABC programme has
5. Ensuring Accenture is considered an employer of enabled employees recently moving to leadership
choice amongst top graduates. positions to sit on the boards of community partners,
giving them the opportunity in improve their skills
One specific “flagship” initiative that has been and widen their experience.
developed is the Accenture Business Class
Programme (ABC). This was launched in June 2009 Whilst including volunteering as part of employees’
and aims to share skills through professional business appraisal process is not mandatory, there is a
volunteers. The programme offers free capacity specific box on the appraisal form for volunteering
building sessions to community organisations to help experience to be outlined.
build their skills and improve their organisational
effectiveness and efficiency. All of the materials and Perhaps the clearest evidence of this link between
workshops are developed by Accenture volunteers employee development and volunteering is that
and tailored to respond directly to what the the promotional material on volunteering produced
community partners need. for employees includes details of the key skills which
will be improved by particular volunteering
In addition, the ABC Programme seeks to address opportunities.
specific areas of need within the company.
Currently, the plan is to focus on the company’s In this way, Accenture outlines core areas which all
main areas of expertise, namely employability, IT skills employees are rated on as part of their personal
and business skills. For example, in 2010 Accenture is development, and then maps these skills against
launching a leadership development academy specific types of volunteering (for instance pro bono
specifically for women. The academy will focus on work or mentoring with Young Enterprise). This
skills which women are traditionally perceived to enables employees to choose volunteering

64
Volunteering – The Business Case

Case Study Two


Accenture

experience which will be most useful to them – and should be a shared experience for employees,
fill skills gaps by picking the appropriate opportunity. something which they can all draw a common
benefit from.
Specific skills which can be improved by
volunteering, outlined by Accenture, include 2.
delivering value in a non-traditional client To ensure long-term sustainability of volunteering
environment, project management, innovation and programmes, Accenture prefers to build long-term
event planning, among many others. associations with a few key strategic community
partners. Accenture then engages with these
chosen organisations in a multifaceted way – for
Measurement and business benefits instance interaction between the two groups in one
After volunteering, all employees are surveyed year could include fundraising, mentoring, reading
about their experience and asked a range of partners and cash giving. Most of the community
questions, including some around skills development partnerships Accenture has established have been
and engagement, such as: in place for between five and ten years.

 Did the volunteering increase job satisfaction? 3.


Accenture finds that the more strategic the
 Did it improve job related skills?
volunteering activity, the more resource it requires.
 Does it encourage you to recommend As the company chooses to take a very strategic
Accenture as an employer to family and friends? and integrated approach to its volunteering, there
are therefore significant resource implications. A
These surveys have enabled Accenture to put related challenge is the changing nature and
together some compelling evidence of the business availability of resource requirements. In 2008/2009,
benefits associated with its volunteering activities. when the economy was slowing down, there was
Statistics gathered include: plenty of time for people to devote to volunteering.
However, since business has picked up, it has
become increasingly difficult to recruit for
 92% of volunteers say they develop core business
volunteering programmes.
capabilities through Accenture’s time and skills
volunteering programmes.
4.
 87% of volunteers say that volunteering through Accenture has a good level of buy-in from senior
the company programme increases their pride figures within the organisation. The Managing
in Accenture Director is very vocal in his support for volunteering,
 84% of volunteers say that participation in and the corporate approach is to lead by example.
volunteering programmes increases their job Some company executives are developing master
satisfaction. classes in their particular areas of expertise, as part of
the ABC Programme for community partners. The
citizenship team believes that clarity in how
Challenges and lessons learned volunteering is relevant to the business is of the
Accenture has a long tradition of supporting utmost importance, and once this has been
volunteers by providing time off during working hours established, there will be good buy-in from senior
for employees. The current level of engagement stakeholders.
with volunteering awareness clearly benefits from
this. Some of the key lessons to emerge from 5.
Accenture’s experience are as follows. Finally, good communications are vital. To promote
internal knowledge of volunteering opportunities
1. and encourage buy-in, the citizenship team markets
The company places a strong emphasis on volunteering through community events and
measurement. For example, the ABC Programme is newsletters, which are sent out by the heads of
subject to monitoring in terms of inputs, outputs and departments. The team also ensures that all new
impacts of the activities. The whole programme was employees are informed of volunteering
designed with measurement included from the start. programmes at induction.
Generally, Accenture believes that volunteering

65
Volunteering – The Business Case

Case Study Three


BNY Mellon

Current activities Working with HR colleagues


BNY Mellon’s Community Partnership Programme Community partnership and volunteering
offers employees two days paid volunteering time opportunities are now incorporated in BNY
each year. Across the company, participation Mellon’s talent development framework, as an
levels in volunteering are very good. For example, additional means for employees to develop their
in the Europe, Middle East and Africa (EMEA) ‘transferable skills’ or leadership competencies.
region, 12% of the workforce volunteered last year, The partnership between HR and the Corporate
which was up from 4.5% the year before. Social Responsibility Committee is key to this.

Traditionally, the focus of BNY Mellon’s Currently, community teams map out what
volunteering activities has been contributing to the opportunities their charity partners offer and then
local community and ensuring the programmes work with business and HR managers to identify
resonated with causes and activities that how these activities may be valuable for groups or
employees are enthusiastic about. The most individual employees in skills, competency or
popular choices have been in education-related knowledge development, as part of their ongoing
volunteering such as reading partner schemes and development programme.
CV workshops.
From an HR perspective, BNY Mellon believes there
In the past, skills development was not necessarily are many benefits from volunteering that are
a core focus when developing the volunteering aligned with, and can complement, existing
programmes. However, it became clear that learning and development activities, including
certain opportunities, such as being a team leader traditional course-based approaches.
for events, offer great development opportunities
for employees in leading and coordinating A volunteering exercise not only exposes an
projects. The company now actively seeks ways to individual to new challenges but does so in a very
further engage people and use volunteering as an different environment from their normal business
additional platform to broaden and deepen activities. As such, HR at BNY Mellon recognise that
employees’ leadership skills. volunteering can be a valuable and powerful
learning experience that has positive personal and
An excellent example of innovation in this area is professional development outcomes – a win-win
work carried out by BNY Mellon volunteers as part for the individual and for the company.
of an external e-mentoring programme involving
young people who are currently not in Employee volunteering is not a mandatory part of
employment, education or training (NEET). This employee appraisals at BNY Mellon, although
initiative enables employee volunteers with heavy there is opportunity for employees to include
workloads to keep up their commitments to their volunteering in their annual personal development
mentees by engaging with them online. plans.

Another initiative involving NEET individuals is the


opportunity to visit the company’s offices and
learn about different roles within the organisation.
The aim is to build their knowledge about the world
of work and raise aspirations.

66
Volunteering – The Business Case

Case Study Three


BNY Mellon

Measurement and business benefits In terms of the business benefits derived from
Currently, the volunteering programme is volunteering, skills development is evidently a key
measured using largely quantitative means. The benefit. There are also internal networking benefits,
hours of volunteer time donated by employees as employees can meet others from within the
and the value of this time in wages is calculated company who they might not have met in the
monthly. office.

However, BNY Mellon recognises that the true Employee engagement levels also benefit from
value of volunteering is often more subjective. volunteering activities. There is a significant
Given this, before employees undertake increase in engagement levels among employees
volunteering activities, they are encouraged to who volunteer, with 89.6% of those involved in
think about the skills which they might be able to education-related volunteering activities in
improve or develop during the course of the London reporting that the activity improved their
volunteer programme. communication skills. Over 80% of those surveyed
also felt that their pride in the company had
In addition, employees receive a feedback form increased and their motivation had improved.
after completing volunteering assignments, and
there are a number of questions in the annual Having an effective volunteering programme
employee engagement survey relevant to helps to increase the company’s visibility and can
volunteering. Both these methods seek to establish also generate positive PR.
how the volunteers have benefited from their
experience. The Community Affairs programme is an integral
element of BNY Mellon’s business strategy.
The company finds that volunteering has a huge
impact on the way employees feel about the
company, raising engagement levels and
improving employee morale. It is also thought to
have a positive impact on staff retention.

For the past three years, the annual, global BNY


Mellon employee engagement survey has seen an
increase of 17% in employees’ positive perceptions
of the value of volunteering activity in the
European region, and a 13% lift in positive
perceptions of the company’s general work in the
communities in which it operates in Europe – both
statistically significant increases.

67
Volunteering – The Business Case

Case Study Three


BNY Mellon

Challenges and lessons learned 3.


This engagement of senior management has been
1. appreciated as one of the strengths of BNY
A key requirement when implementing a Mellon’s volunteering programme. The
successful volunteering programme is a strong, International Community Affairs Manager holds a
multi-faceted internal communication strategy. monthly meeting with the regional Chairman
Awareness of the available opportunities and how which includes details on volunteering activity. The
these can be accessed is vital, especially for heads of various company businesses and shared
activities requiring a longer-term commitment, service groups also participate in volunteering
such as reading partners for school children. each year and many participate in the BNY Mellon
CSR Steering Committee meetings for the EMEA
As the Community Affairs team is part of Corporate region which occur every six weeks.
Affairs (which includes Internal Communications),
the two departments have been able to work in 4.
close partnership on communicating volunteering Finally, in order to ensure the continuing success of
information to internal staff. Last year, the two its volunteering activities, BNY Mellon provides
departments worked together on a film which was robust training for employees who participate in
shown on the screens in the main reception area volunteering activity. This training is often delivered
and sent to all the company’s offices. Other by community partners such as the local
promotional activity included poster campaigns, education business partnerships. For example,
desk drops and details of volunteering activities volunteers engaging with students for interview
appearing in a weekly e-newsletter for staff. There preparation will first have a face-to-face session
is also volunteering information available on the with the project leader in the community group, in
company’s intranet. order to establish what the key priorities and
learning objectives are for the student and the
2. volunteer.
A second, related requirement is the need to
reach out to middle management to ensure they
have the information and tools they need in order
to promote volunteering opportunities within their
teams and communicate the business and
personal development benefits. This is addressed in
some part by a strategic internal communication
campaign. The company also heavily publicises
senior management engagement in volunteering
activities which helps to encourage participation.

68
Volunteering – The Business Case

Case Study Four


Nomura

Current activities investing strengthening closer alignment with the


Volunteering within Nomura benefits from a very HR team in the year ahead.
positive culture which places a strong emphasis on
making a positive contribution to society and sees The Community Affairs team is in close contact
community involvement engrained into the with HR when developing graduate volunteering
mainstream business. schemes. Key areas for skills development have
been identified, such as leadership and
Looking particularly at education-based communication, which are targeted in the project
volunteering programmes, Nomura works with a design.
number of partners to organise a range of
volunteering programmes including: For example, the graduate Charity Challenge
involves team based fundraising for selected
 Reading partners, number partners, French charities. In order to be awarded seed capital for
partners, science partners and Japanese club the challenge, graduates have to make a
in a secondary school presentation to an internal board. Part of the
programme is aimed at team building amongst
 Business mentoring for students in a secondary
the graduates and encouraging them to build
school
contacts within the wider firm. The initiative also
 Chess partners and reading partners in a aims to improve presentation skills and generally
primary school broaden the graduates’ horizons.
 School governors in a primary school and a
In addition to this specific programme, senior
secondary school
individuals within the company have on occasion
 Team challenge days engaged in volunteering activities as part of their
 Tours of Nomura personal development, where specific needs have
been identified. However, this type of training
 Specific workshops around developing through volunteering is done on an individual, ad
communication and employability skills for hoc basis.
secondary students
Going forward, Nomura recognises that some
These opportunities were arranged in partnership involvement with the community for leadership
with the schools involved, principally Southwark programmes is extremely valuable, but at the
Park Primary School and Oaklands Secondary moment the programme is focussed on building
School. sustainable volunteer programmes across each
business area and EMEA coverage.
Some volunteering activity has been designed by
Nomura’s Community Affairs team with skills
development in mind. This includes the Japanese Measurement and business benefits
club which was recently created with Oaklands A significant driver for Nomura’s volunteering
Secondary School. It is hoped that this club will activity in neighbouring schools is to establish a
enable volunteers to improve their facilitation and connection with the local community. The
communication skills. company wishes to make a positive impact and
recognises the benefits to staff and its business. A
Annual events recognise volunteering recent example illustrated 240% Return on
achievement by Nomura employees, with prizes Investment in terms of business benefits from an
for those who have made a significant contribution evaluation based on volunteering alone. With
to the local community. headquarters in Japan, there is a cultural emphasis
on enriching society, and the concept of
companies being part of their local communities is
Working with HR colleagues an important one for Nomura. Another driver for
In general, there is close interaction between the programme is ‘community’ as a core element
human resources (HR) and the volunteering of Nomura’s vision and value statements.
department at Nomura. The company has just
undergone a significant acquisition and will be Despite this strong emphasis on supporting

69
Volunteering – The Business Case

Case Study Four


Nomura

volunteering for its own sake, Nomura does seek to are running smoothly and to raise areas for
assess the effectiveness of its volunteering improvement. The coordinator’s role is important
activities. The company tracks participation rates to ensure programmes are monitored throughout.
of employees, sends out surveys to volunteers after
they have completed their programmes, and 3.
attempts to assess the impact their volunteering is Nomura begins recruiting for volunteers in August,
having on the local community. There are plans to when the school is closed for the summer, but this
establish mechanisms whereby skills development ensures volunteers have been identified and
is measured specifically and the team are trained in time for the new academic year.
exploring options with senior management. Furthermore, the workload of volunteers often
changes during the course of an academic year.
There are recognised motivational and skills In order to overcome this problem Nomura paired
development benefits from volunteering at up volunteers, so they could attend on alternate
Nomura, with employees who are new to weeks, and created a pool of back up volunteers,
management within the company encouraged to called reserve buddies, who are able to fill in if
take part in the student business mentoring volunteers are unable to make sessions.
programme.
4.
In addition, the company aims to recognise An element of competition is often introduced, for
volunteering through line management, instance, communication workshops facilitated in
encouraging employees to discuss their a Dragon Den’s format and sponsoring a book
volunteering activity during appraisals as part of design competition as part of the reading scheme.
the corporate performance management
framework. This should feed through into the 5.
promotion process, where volunteering Nomura recognises that for a programme to be
experience is considered favourably. The successful, a suitable community partner needs to
company believes that engagement with the be identified and selected. Part of the process is
community shows that an employee is committed ensuring the volunteers are working with students
to Nomura and is not only concerned about with real needs, who will make the most of the
themselves as an individual. opportunity.

6.
Challenges and lessons learned Senior level buy-in at Nomura is very good. There
According to Nomura’s experience, the key are senior executives on the board of Oaklands
elements which support the uptake of volunteering Secondary School and Southwark Primary School –
at the company are as follows. the company’s two school partners. At the annual
volunteering event, senior partners present prizes
1. and promote volunteering.
All volunteers are provided with training which
includes sessions on why Nomura is involved in 7.
particular activities and subject specific Finally, the community team at Nomura
information. Volunteers are provided with communicates volunteering opportunities
guidance on the students’ curriculum and throughout the company using a variety of
methods of teaching, along with child protection different channels, including leaflets, a company-
issues. The training is usually carried out by wide newsletters, posters, emails and champion
Nomura’s partner organisations, who share further networks. The company also markets volunteering
material with the volunteers throughout the year. on digital screens which have been installed in
several of the offices, and through success stories
2. outlined on the intranet. In addition, Nomura
Ongoing support is also important for a successful encourages its charity partners to go to the
programme, often involving the volunteer canteen at lunch time and be available to answer
coordinator checking up with their partner school employee questions.
once a week. In addition, there are formal
meetings every academic term to ensure activities

70
Volunteering – The Business Case

Case Study Five


Investec

Current activities Working with HR colleagues


As part of its investment in the community, Investec At Investec, the Organisational Development
supports five charitable organisations which are all department and Social Investment team are
related to education, the environment or currently working together to develop a summer
entrepreneurship. These are Arrival Education, the scheme for young people, which will involve
Bromley by Bow Centre, Community Links, Morpeth volunteers spending two days off-site on the
School and Starfish (AIDS education in Africa). For initiative. Initially this will be piloted as a small project,
the purposes of this research, the two most aiming to achieve wins on both sides. It will be
relevant partnerships are those with Arrival developed into a more ambitious programme
Education and Morpeth School. depending on the level of success.

 Arrival Education is a social enterprise which


engages 42 Investec employees in coaching Measurement and business benefits
and helping to deliver “Success Skills” In order to measure the benefit of volunteering to
workshops which are carried out in the individuals, Investec asks each volunteer to
workplace. complete a feedback form. This form is due to be
expanded in the near future to include more in-
 Morpeth School, located in Tower Hamlets, has
depth questions. The intention is to design one
since February 2009 worked with thirteen
questionnaire for short-term projects and another for
volunteers from the company who spend 1.5
longer-term volunteering experience. The latter will
hours per fortnight mentoring students on
ask specific questions about skills development.
literacy skills.

Investec recognises the inherent challenge in


designing this type of questionnaire as some
It is worth noting that Investec has only relatively
employees might not have thought of skills
recently (in the last two years) engaged in
development as a benefit before, so the survey will
education related volunteering.
need to introduce the concept without asking
leading questions.
When the volunteering programmes were
designed in 2008, there was no consideration
When Investec began designing volunteering
made for the business benefits involved. The range
programmes, it did not set any targets. More recently,
of volunteering opportunities that were created
it has been outlining objectives relating to the
focused totally on the benefits to the students.
number of people impacted by certain programmes
Investec was keen to get involved in volunteering
and it plans to implement skill development targets
in order to have a positive impact on the local
too. Investec believes that volunteering enables
community because it was deemed “the right
employees to develop skills which the company
thing to do”.
would otherwise have to pay for through traditional
training. In particular, it has found that volunteering
More recently, the concept of business benefits
improves the following skill areas:
has come to the fore. This does not mean the
company plans to completely redesign the
 Presentation skills
volunteering programmes on offer, but in future
there will be a more focused approach, with fewer,  Engaging with people from different
more specific opportunities. backgrounds

 Confidence building

 Communication – on a number of different


levels

 Reading an audience

 Networking – volunteers help students to do this


and thereby strengthen their own skills in the
area

 Team work.

71
Volunteering – The Business Case

Case Study Five


Investec

Challenges and lessons learned 4.


Success in volunteering programmes at Investec is The person responsible for volunteering reports into
closely linked to five important issues. In brief these an executive director on the Board, which ensures
are as follows. a good link to a high-level support for programmes.
Recently, two directors at Investec signed up to
1. volunteer at a forthcoming project. To further raise
Good communication is fundamental. The awareness, the volunteering team also regularly
partnership between Arrival Education and submits reports outlining recent success stories to
Investec ultimately works well because of good the Board.
consultation between the two sides.
5.
2. Recently winning a Dragon Award helped raise the
Flexibility and similar approaches are important. profile of Investec’s volunteering programmes
The partnership with Arrival Education is particularly both internally and externally. The award brought
successful because both sides were relatively new recognition and increased buy-in from senior levels
to volunteering, with small, flexible teams. This who began to understand the benefits of the
enabled Investec to plot opportunities, pilot programme.
several small scale experimental projects, and try
out different ideas. Investec recommends that
SMEs pick small charities to work with, as there
tends to be better engagement and
communication, and the benefits of projects tend
to be realised more quickly.

3.
Successful marketing is also an important area,
including good communication with employees
who will become enthusiastic champions by
talking about their volunteering experiences with
other colleagues. Internal promotion of
volunteering principally takes the form of monthly
newsletters which are sent to all employees who
have expressed an interest in volunteering. This
group currently makes up about 30% of the
workforce. In addition, there is one volunteering
email sent out per quarter to the whole company.
Once a year there is a big, coordinated drive on
volunteering involving leaflets drops, posters and
presentations to business units.

72
Volunteering – The Business Case

Case Study Six


Freshfields Bruckhaus Deringer LLP

Current activities  Teach First, where Freshfields runs a summer


Freshfields education based volunteering work experience programme to assist those
programmes have, in many cases, been operating exceptional graduates who are currently
for the past ten years. A large proportion of these teaching in challenging schools across the
began as the result of a partner at the firm building country. As a result of their time at the firm,
a working relationship with a particular community these graduates help to raise awareness of the
organisation. many opportunities the legal profession
presents.
When designing or reviewing a programme, the
initial emphasis is on ensuring that young people
will benefit from Freshfields’ investment in a
particular community initiative. The two key aims Working with HR colleagues
for projects are to raise young people’s levels of Traditionally, those involved in the design and
achievement and aspirations to seize opportunities implementation of Freshfields’ volunteering
for growth. A secondary focus is how Freshfields’ programmes have had limited engagement with
volunteers can benefit from the programme, both the Learning and Development team. It is
personally and professionally. interesting to note, however, that since becoming
involved in this research study, there has been an
Currently, the firm’s key education-related improved relationship between the two
partnerships are as follows. departments.

 Redlands Primary School (Tower Hamlets). This While Freshfields does recognise that volunteers
involves reading and number partners with 60 develop skills and competencies as a result of their
employees each spending one hour activities, this has not been formally articulated
volunteering every other week in term time, an until now. Going forwards, Freshfields wants to find
annual careers day and an annual cultural trip out more about which skills can be developed and
for the whole school. In addition, there are from what volunteering opportunities.
three members of staff on the governing body
of the school. This will build on initial work the firm has undertaken
which identified what particular skills are
 Haggerston Secondary School (Hackney).
developed through specific volunteering activities.
Among other activities, this partnership involves
For instance, mentoring programmes have been
a mentoring programme, an annual virtual
found very beneficial to first- time line managers,
Paris and Madrid day to assist those about to
helping them to develop active listening skills
take their GCSE oral exam, the Citizenship
which improve empathy. In a similar way,
Foundation Lawyers in Schools programme,
Freshfields has found that acting as a reading
hosting work experience visits and having two
partner has resulted in volunteers feeling a greater
members of staff on the governing body.
affiliation with the firm, which has increase job
 Cardinal Pole School, where Freshfields satisfaction.
volunteers work with students on “Oxbridge”
interview preparation. As yet, there is no structured programme regarding
the integration of volunteering experience into
 Career Academies UK, which involves
employee appraisals within the firm. Some
volunteers running a number of workshops and
volunteers do outline their activities in the appraisal
hosting work experience events. A partner from
processes, but the majority do not.
the finance team also sits on the Career
Academies UK advisory board.

 Sutton Trust’s Pathways to Law initiative has


seen Freshfields host a number of work
experience students from state schools who will
be the first in their family to attend university
and whose parents are in non-professional
occupations, all in the hope that they will
consider a career in law as a result.

73
Volunteering – The Business Case

Case Study Six


Freshfields Bruckhaus Deringer LLP

Measurement and business benefits Freshfields believes that the business also benefits
A survey is sent out to all employees when they from an improved ability to recruit good staff, as
have completed a volunteering programme in the firm is finding that high-calibre graduates want
order to assess the success of the programme and to work for a more socially responsible firm. CSR
establish suggestions for future opportunities. In and volunteering are seen to be an integral part of
broad terms, the questions included in the survey attracting the best talent. While there is no formal
cover the following areas: measurement of this, there is significant anecdotal
evidence to suggest that volunteering activities
 Whether the volunteer has developed new or are a key attraction to new recruits.
existing skills from participating in the initiative.
This is assessed in terms of communication skills, “We want to recruit people who are aware of
leadership skills, teamwork and other skills. wider social issues, and are willing and able to
make a positive contribution to the communities in
 Whether the volunteer feels they have gained
which we live and work.” Kevin Hogarth,
from taking part in terms of a sense of
Freshfields’ Global Human Resources Director
achievement; broadening their horizons,
improving skills etc.
A related aspect of this is the potential link
 The broader benefits of the volunteering between recruitment and the schools Freshfields
initiative in terms of its positive impact on the has partnered with. The community programmes
community, motivating employees, benefiting aim to raise aspirations of local students and it is
the firm’s reputation and so on. hoped that in the future, students who have
benefited from Freshfields volunteers might wish to
apply to the firm when beginning their own
Going forwards, the firm plans to ask employees
careers. In recent years as a result of Freshfields’
more questions around skills developed during the
broader work experience programme, 15 people
course of their volunteering experience.
have taken up a permanent role within the firm.
Beyond these issues, another important benefit of
Finally, measurement of the community benefits of
the volunteering programme is the opportunity it
volunteering programmes includes knowledge of
provides to build internal networks, by getting
the inputs and outputs for the programmes, such
people from across the business together and
as how many hours have been contributed by the
encouraging them to interact. This is particularly
firm. However, the firm would like to measure the
beneficial in bringing together people from the
full impact of that investment in the future, for
fee-earning side of the business with those in
example how reading partners have not only
business services.
improved literacy levels in a school but led to
improved attendance at school.
In addition, volunteering is perceived to improve
retention, through improved job satisfaction, and a
greater feeling of affiliation with the firm.

74
Volunteering – The Business Case

Case Study Six


Freshfields Bruckhaus Deringer LLP

Challenges and lessons learned 3.


1. A key challenge experienced by the staff at
Freshfields believes that stakeholder engagement Freshfields is around managing expectations. It is
is a key part of the success of a volunteering important that potential volunteers understand
programme. Communication amongst the that the programme often involves a long-term
partners involved, including education brokers commitment. The community investment team
such as Tower Hamlets Education Business needs to make sure that schools are not let down,
Partnership (THEBP) and the Inspire Education but at the same time, the firm ultimately exists to
Business Partnership in Hackney ensures that all make a profit, and there will be limitations to what
parties understand the aims and purpose of the can be offered. In order to ensure that
volunteering. programmes run smoothly, it can be helpful to
have a single point of contact at the school, and a
Freshfields ensures there are regular meetings with good relationship with them.
the schools involved in the volunteering
programmes, and finds that partnerships are much 4.
more successful where there is someone at the Freshfields recommends establishing clear aims
school with a clearly defined role for exploiting and objectives, to ensure that corporate and
relationships with the business sector, and who is community partners have a clear understanding
proactive. from the outset. The firm has found that it is
important to establish what the corporate partner
2. is able to offer, and over what period of time.
Sustainability over the longer term is enhanced by Companies should outline what resources are
communicating regularly with volunteers and available for the programme, and what the charity
keeping them up to date with progress. Prior to is entitled to regarding time and financial
getting employees involved, there are tailored assistance. Companies should be creative about
internal communications plans for each of the what they offer their community partners, for
programmes, which are sometimes targeted at instance, management or legal advice for schools.
specific groups. For instance, when recruiting for Likewise, Freshfields has found that it is best to
language partners, the firm will email all known clarify what the firm expects in return for the
modern language speakers. In order to encourage volunteering, for instance, key numbers and
up-take, emails are often sent by the partner in quotes for publication in the annual Corporate
charge of the relevant programme. Other means Responsibility report.
of promoting volunteering include ‘lunch and
learn sessions’, often involving presentations by 5.
external brokers and current volunteers. Finally, Freshfields has always benefited from
extremely good buy in from senior figures. All
At the end of assignments, as already indicated, relationships have a partner involved, for example
volunteers are surveyed about their experience. a partner from the corporate team is currently
They also receive a summary of what was chair of governors at Haggerston Secondary
achieved and a ‘thank you’ email from the partner School (a main community partner).
involved on that programme. In particular,
Freshfields has found that providing information
which shows how volunteers are making a
difference is a great way to keep momentum up.

75
Volunteering – The Business Case

Case Study Seven


Société Générale

Current activities result in greater business benefits in terms of skills


Within the company’s UK operations, Société and competency development. Its plans also
Générale is relatively new to corporate include a closer partnership with one secondary
responsibility, having established its strategy in this school and an increased programme of mentoring
area in 2006. The Corporate Responsibility agenda opportunities.
within the company was almost entirely driven by
employees, with more than 50% of potential new
recruits asking questions about Société Générale’s Working with HR colleagues
community activity in interviews. As a result of this, The corporate responsibility team at Société
the majority of Corporate Responsibility activity Générale engages with the HR department with
within the company is focused on employee regard to the development of training
engagement, including volunteering programmes. programmes. Typically, the head of CR will look at
programmes which have been developed by HR
Société Générale engages in a range of and see if there is scope to add a CR element.
education related volunteering opportunities, Training which tends to lend itself to this kind of
including school partnerships involving help with input includes leadership, presentation,
maths, reading and French. In addition, the confidence, listening and innovation
company arranges school governor positions and development.
mentoring for students and senior staff at
community organisations. Discussions between the two departments have
begun regarding individual development linked to
When initially designing volunteering programmes, realising managerial potential. HR identifies areas
the priority for Société Générale was to start small for development for individuals and volunteering
with an activity which would meet community can sometimes be used creatively to fill that need.
needs whilst appealing to employees’ interests
and be easy for them to engage in. At the outset, For example, the company sees volunteering as an
there was no consideration of engaging in opportunity to add a colourful and creative
volunteering opportunities to improve skills and element to the development programmes of those
competencies amongst employees. employees earmarked as ‘high flyers’. Société
Générale believes that activities such as mentoring
As the programme became established, and enterprise development can inspire and add
employee personal development became a more depth to an employee’s experience in a way that
important driver. As a result, Société Générale traditional training cannot.
became involved in mentoring opportunities with
the UK Career Academy, which were more While there is a recognised synergy between the
demanding and provided greater benefits to two departments, Société Générale has been
employees. working in this way for a relatively short amount of
time, and has not yet developed a significant
In terms of priorities, Société Générale is equally number of real success stories.
concerned to ensure that volunteering benefits
the local community and the business. In addition Regarding appraisals, there is no formal strategy
to the UK Career Academy, the company relies on for encouraging employees to utilise their
the East London Business Alliance, BiTC and volunteering experience to meet personal
Education Business Partnerships in order to identify development objectives. When this does happen,
real community needs. The company then it is on an ad hoc basis, and mainly amongst the HR
considers community opportunities in light of its department. This is due to wider awareness of the
business needs and what it is able to offer. In potential synergies in this department and strong
seeking to match employee interest and top down encouragement, which is currently the
requirements with community needs, Société subject of a ‘Leaders to Lead’ project to ensure all
Générale aims to give equal weighting to each. senior managers are active in CR activities.

Going forwards, Société Générale plans to add to


its involvement with primary schools, moving
towards more challenging activities which will

76
Volunteering – The Business Case

Case Study Seven


Société Générale

Measurement and business benefits and this enabled them to improve their
Société Générale does not measure the outcomes creativity, confidence and also their general
or impacts of its volunteering programmes presentation skills.
extensively, but where groups of staff are involved,
reviews are conducted with the beneficiary, the
supplier and the appointed leader of the Challenges and lessons learned
volunteering team to monitor progress and learn 1.
lessons for the future. This is supplemented by The corporate responsibility team at Société
interviews and email feedback for individual Générale is small, and it is not always easy to
volunteers. First time volunteering opportunities allocate resources to the ongoing citizenship,
tend to be more closely reviewed. environment and governance issues which fall
under the team’s remit. The UK team is also the
Currently, there are no set questions or formalised leader for the Group worldwide in citizenship, so
surveys sent out to volunteers upon completion there are demands to share best practice with
of a programme, but in the future, Société teams in other countries.
Générale intends to follow up the Corporation of
London/Corporate Citizenship surveys with its own 2.
questionnaire to volunteers, as well as evaluating Addressing external communication is a real
their learning through line managers. challenge. Previous thinking has been that this was
not a good idea as staff could take a negative
From the available evidence, Société Générale’s view of the Bank using their efforts as volunteers to
approach to volunteering emphasises the boost the Société Générale reputation. The current
benefit to staff engagement, morale and view is that staff in general and volunteers in
productivity. The company also believes that particular would take some pride in well crafted
volunteering can improve certain skills such as publicity of volunteers’ efforts to help
leadership, presentation, listening and thinking disadvantaged communities, so the CR team is
‘outside the box’. looking into how best to achieve this.
There is currently no external communication of
The company also believes that volunteering can the company’s UK CR activity other than via the
provide a real benefit to employees who have limited information available on the Group
reached a plateau in their career. In this context, website.
volunteering can improve or maintain
engagement in the company, and enrich 3
employees’ working lives in a way that other In practical terms, Société Générale’s volunteering
rewards such as salary and bonus might not. activities tend to be located near to its offices in
Canary Warf and the City, i.e. in Tower Hamlets
Société Générale also values the reputational and Hackney. This is done in an effort to reduce
benefits of volunteering, finding that employees travelling distance, and therefore the time
appreciate the opportunity to ‘give back’ to the employees are required to spend away from their
community. Société Générale finds that desks.
volunteering often improves employees’ pride in
the company, and believes that offering 4.
volunteering opportunities will increase the The community team at Société Générale has
company’s position as an employer of choice. found that encouraging participation at the
businesses’ smaller offices is particularly
An example of a Société Générale volunteering challenging. There tends to be more reluctance to
programme with business benefits is the allow employees time off in smaller units, where
partnership with ELBA’s ‘Represent London’ absence can impact more heavily on colleagues
initiative. Société Générale employees developed than it might in a larger office where there is more
and ran seminars on CV and interviewing skills for support. The company finds that more work is
young people, involving group activity and required in these type of environments to create a
student training. Volunteers were given the more positive culture regarding volunteering.
opportunity to work with and develop a group of
people very different to their colleagues or clients,

77
Volunteering – The Business Case

Case Study Eight


Financial Services Authority

Current activities volunteering experience alongside other


Volunteering programmes organised by the development activities in their appraisal forms.
Financial Services Authority (FSA) cover three They are also encouraged to talk to their manager
areas: education, employability and regeneration. about what skills they have improved or acquired
Employees are able to take up to 20 days paid and what elements need further development.
leave a year to volunteer, as well as an additional 7 This is then mapped out on a personal learning and
days for team challenge events. Approximately development plan. Generally, it has been found
20% of the organisation’s 3,000 workforce are that longer term activities (for example mentoring
involved in volunteering. over an academic year) tend to be better for skills
development than short, ad hoc activities.
Specific volunteering initiatives related to
education include: financial literacy lessons;
reading, maths and computing partners; help with Measurement and business benefits
CV writing; mentoring young people on work The FSA seeks to establish the impact of its
placement schemes; and supporting Young volunteering programmes on the local community
Enterprise programmes. The FSA has outlined two and on employees. Because of the nature of the
priorities for its volunteering programmes: funding which the FSA receives, it is not allowed to
engage in philanthropic activity. Therefore, within
1. Engagement with the local community the organisation there is a real emphasis on the
(external) returns to the business of volunteering.

2. Development of skills and competencies


The measurement process is currently still under
among staff (internal).
development, but generally involves gathering
data on the inputs and outputs of each
In practice these two elements are given equal volunteering activity, which are then reported to
attention in programme development and both the Operating Committee. This type of information
are key throughout the design process. is obtained through working with community
Furthermore, every volunteering programme has partners and asking for employee feedback. This
to be aligned with the FSA’s core business, which is feedback is gathered through surveys which
why volunteering opportunities are often related to explicitly asks what skills volunteers were hoping or
concepts such as financial literacy. expecting to develop, and those skills which have
been improved through volunteering.

Working with HR colleagues The FSA recognises that the main business benefit
Responsibility for volunteering programmes at the of volunteering is skills and competencies
FSA used to be within the HR department, and the development. Volunteering at the FSA is linked to
volunteering team previously reported to the the employee competency framework. The FSA
manager for learning and development. This also uses its volunteering activity to promote the
structure facilitated a close partnership and clear organisation as a potential employer in the local
linkage between the two activities. There is a new community.
emphasis on diversity with regards to volunteering,
and the team now reports to the manager of Internal awareness of the benefits of volunteering is
employee relations, which has lessened the focus good. Managers sometimes approach the
previously given to ensuring skills and volunteering department for suggestions to
competencies are developed through particular challenges they are facing. For instance,
volunteering. if a certain employee needs to improve their
project management skills, or listening skills, their
However, all volunteering activities continue to be line manager might ask if there is anything
monitored and tracked on an internal system appropriate.
alongside training courses; therefore employees
are encouraged to think about volunteering as a
learning and development opportunity.

Volunteers are encouraged to include

78
Volunteering – The Business Case

Case Study Eight


Financial Services Authority

Challenges and lessons learned 5.


Overall, the FSA recommends that companies When marketing the volunteering opportunities
embarking on volunteering for the first time begin internally, it is often very useful to get staff who
by establishing an agreed strategy. The have already completed a volunteering
organisation should then establish what needs programme to talk to potential new recruits. It is
there are in the local community, either through also important to celebrate success stories. The FSA
discussions with a broker, or through general volunteering department reports monthly to the
research. Companies need to talk to employees Operating Committee and includes details of
and find out what they are interested in impacts in the presentation, for instance how
supporting, as well as establishing senior level buy- many children have been helped by a particular
in. More specifically, success in volunteering activity.
programmes at the FSA is closely linked to the
following important issues. 6.
The pressures of work can be a real challenge,
1. especially where a regular commitment is
Effective community partners are an integral part required. For instance, mentors are often important
of the success of volunteering programmes. The because they provide stability in children’s lives,
FSA works with Tower Hamlets EPA (education and can act as role models. Missing an
business partnership), which is a particularly appointment with a mentee can have a
positive source of support, with good account detrimental effect on the relationship. in order to
managers. Tower Hamlets also provide training for prevent children from missing out when volunteers
volunteers and help with problems encountered are particularly busy, the FSA has arranged a
during the course of volunteering. buddying system, so that volunteers can alternate,
and reduce their commitment to once a fortnight.
2. There is also a pool of reserves in case both
Good communication with partner schools is vital ‘buddies’ are unable make it.
for the success of a volunteering project.
Companies should develop strong, two-way 7.
relationships with their community partners – the The FSA spreads awareness about its volunteering
FSA finds it is key to have a designated school opportunities through word of mouth, notice
coordinator for each programme. boards and a dedicated intranet site, along with
information posted on the ‘usual’ website. In
3. addition, there is a Community Affairs Committee,
Companies should be clear from the outset about which is made up of champions for volunteering.
what can be offered and what needs to be Committee members generate new ideas and
achieved by the programme. The FSA has found aim to refresh existing programmes, as well as
that it can be particularly useful to outline up front having a responsibility for raising general
any important ground rules. For instance, before a awareness of volunteering.
mentoring session, the FSA has stipulated that the
children need to have had lunch, and an
appropriate classroom needs to have been
booked.

4.
The FSA found that focusing on a particular area or
organisation can be especially effective, and
recently moved from working with a large number
of schools to concentrating efforts on a couple of
key institutions.

79
Volunteering – The Business Case

6.2 training is usually carried out by Nomura’s partner


Lessons from the Case Studies organisations, who share further material with the
volunteers throughout the year.
In this final section, we draw together some of the
key messages from the case studies featured in
Chapter 6 on how to design and deliver an Engage volunteers early in their careers – Although
effective volunteering programme. These lessons respondents to the survey were drawn from all age
apply to the different stages of the process by groups, several case study companies suggest
which volunteering initiatives are planned and run. there is value in getting new recruits involved in the
volunteering programme. According to Deutsche
Bank, getting people involved early in their careers
Selecting Partners – When entering into a can be vital to future success. The community
volunteering partnership several companies team encourages participation of new employees
emphasise the importance of selecting the right by holding a presentation to new recruits every
partners and intermediaries. Deutsche Bank fortnight, and emailing new employees upon their
stresses that every effort should be made to arrival at the bank. In addition, there are monthly
communicate and interact successfully with these volunteering newsletters, emailed to the whole
partners at the outset. company, and volunteering lunch drop-ins, where
those interested can come and find out more.
Freshfields recommends establishing a
memorandum of understanding, with clear aims
and objectives, to ensure that corporate and On-going communications – The need to keep
community partners have a clear agreement from people involved and informed is an essential
the outset. Companies should outline what requirement for a successful volunteering
resources are available for the programme, what programme. The case study companies
the partner should expect regarding time and recommend a variety of creative measures to
financial assistance, and what the community maintain employee engagement.
partner requires from the initiative.
At BNY Mellon, the volunteering team is part of
Furthermore, it is important that community Corporate Affairs and works closely with the
partners really need the assistance that volunteers communications team. Last year, they produced a
are offering. In this sense, it is imperative that the film on volunteering which was shown on the
partnership ascertains exactly what is needed in screens at reception areas and sent to all the
the community, as well as identifying what the Bank’s offices. Other promotional activity includes
company can offer to the community. poster campaigns, desk drops, and details of
volunteering which appears in the corporate e-
In addition, to ensure the sustainability of newsletter and intranet.
volunteering programmes, Accenture
recommends building long-term associations with At Nomura, interest in volunteering is enhanced by
a few key strategic community partners, rather communicating regularly with employees and
than trying to set-up too many different initiatives. keeping them up to date with the outcomes of the
programmes. There are also tailored
Pre-engagement training – Many companies have communications plans for each of the
found there is real benefit in ensuring volunteers programmes, often targeted at specific groups.
are properly briefed and prepared. BNY Mellon, for For instance, when recruiting for language
example, provides training for employees which is partners, the firm will email all known modern
often delivered by community partners such as the language speakers. In order to encourage up-
local education business partnerships. Volunteers take, emails are often sent by the senior partner in
working with students have a face-to-face session charge of the relevant programme. Other means
with the project leader in order to establish what of promoting volunteering include “lunch and
the key priorities and learning objectives should be learn sessions” involving presentations by external
for both the student and the volunteer. brokers.

In much the same way, all volunteers at Nomura


are provided with training which includes sessions On-going support – Most volunteering assignments
on why the company is involved in particular in education require a regular commitment from
activities. Volunteers are provided with guidance the employee. For instance, mentors are often
on the students’ curriculum and methods of important because they provide stability in
teaching, along with child protection issues. The children’s lives, and can act as role models.

80
Volunteering – The Business Case

Missing an appointment with a mentee can have makes to community partners and the business.
a detrimental effect on this relationship. This can
present a real challenge for volunteers when they In a similar way, Freshfields has found that
are confronted with tight deadlines and the providing information which shows how volunteers
pressures of work. are making a difference is a great way to maintain
momentum and ensure good levels of employee
In order to address this issue and prevent children engagement. Again this can only be done by
from missing out when volunteers are particularly ensuring that volunteers are surveyed about their
busy, the FSA has arranged a “buddying” system, experience at the end of assignments. They also
so that volunteers can alternate with others, and receive a summary of what has been achieved
reduce their commitment from once a week to collectively by the volunteers and a ‘thank you’
once a fortnight. To ensure the system never fails, email from the senior partner involved on that
there is also a pool of reserves in case both programme.
“buddies” are unable to make a particular
mentoring session.
External recognition – Finally, a valuable way of
Developing the business case – All companies confirming the success of the volunteering
agreed that this is a vital element of a successful programme is to gain external recognition.
volunteering programme. One aspect of building Recently winning a Dragon Award has helped to
the business case is a strong emphasis on raise the profile of Investec’s volunteering
measurement and evaluation. programmes both internally and externally. The
award brought recognition and increased buy-in
Accenture’s flagship volunteering programme from senior managers who understood better the
(Accenture Business Class Programme) is subject to benefits of the programme.
monitoring in terms of inputs, outputs and the
impacts of the activities. The whole programme
was designed with measurement included from
the start. At Accenture, the Citizenship Team
believes that clarity in communicating how
volunteering is relevant to the business is of the
utmost importance, and once this has been
established, there is good buy-in from senior
stakeholders.

A related challenge is to reach middle


management, who can be reluctant to support
volunteering within their teams. At BNY Mellon, the
volunteering team makes sure middle managers
are informed about the business benefits of
volunteering. This is done through a strategic
internal communication campaign around
volunteering and publicising senior engagement in
and support for volunteering activities.

End of assignment evaluation – To ensure


volunteering programmes are sustainable over the
long term, it is vital that employees receive
feedback on their activities and know that their
contribution has made a real difference.

At Deutsche Bank they emphasise the need for a


positive internal culture, where people feel they
can utilise their two day volunteering allowance
without negative reactions from peers or line
managers about taking time off. To achieve this, it
is important to evaluate the impacts of the
programme and communicate across the
company the positive contribution volunteering

81
Volunteering – The Business Case

82
Volunteering – The Business Case

7.
Conclusions

7.1 Introduction 84

7.2 Lessons from the Research Findings 84

7.3 Lessons from the Research Process 86

7.4 Concluding Remarks 86

83
Volunteering – The Business Case

7.1 the mainstream competency frameworks


Introduction used by companies to monitor and guide staff
development; and all of the companies are
Here we draw together the main findings from this investing significantly in training and development
extensive study: programmes to build these competencies in
their staff.
 How volunteering contributes to skills
development.
2.
 Lessons on the evaluation tools used to assess As well as understanding which skills and
skills development. competencies can be developed through
volunteering, it is important to consider how these
skills are developed.
7.2
Lessons from the Research Findings Both volunteers and their managers valued the
experiential nature of the learning . Indeed it is this
The starting point is that the research has shown that sets it apart from more traditional approaches
that employee volunteers engaged in education to training. Volunteering requires employees to
based initiatives do experience tangible skills step outside their normal working role and build
development through their volunteering relations with people who perhaps have a very
experience. different world view from their own. Respondents
report that moving outside their “comfort zone”
1. in this way is extremely useful in both developing
As we saw in Chapter 2, the majority of the 546 their skills and transferring these skills back into
respondents to this survey reported that the workplace.
volunteering developed their skills and
competencies across a broad range of business 3.
relevant areas. These competencies are strongly However, if companies are to harness the power of
related to an individual’s personal effectiveness in volunteering as a route to learning and
their work role and include: development, they need to manage the process
properly. This research underlines the importance
 Communication skills, including the ability to of integrating volunteering activities into
communicate clearly and concisely with a mainstream HR processes of appraisal and
wide range of people, and to listen actively. development. There are two distinct aspects to this
process of integration.
 Ability to help others, set individual
performance goals, coach and counsel,
First, prior to starting the volunteering, it is important
provide training and development and
that the employee is made aware of the potential
evaluate performance.
opportunity for skills development. This will involve
 Adaptability and ability to be effective in a proper briefing of the aims and objectives of
different surroundings and with different tasks, what the company is expecting to achieve
responsibilities and people. through the volunteering assignment – for the
host organisation, the volunteer, and the
 Influencing and negotiating skills including
businesses itself.
persuading others, resolving conflicts and
negotiating agreed solutions.
The findings suggest that companies which make
serious efforts to use the volunteering activities to
Very importantly, the skills development observed
develop the skills and competencies of their
among volunteers in this research is not simply a
employees reap real benefits from so doing. We
self-reported gain. The evidence was
saw that among the minority of those employees
corroborated by the overwhelming majority of line
who seek to develop new skills through
managers who felt that volunteers acquired useful
volunteering, almost two thirds believe they are
skills from the volunteering experience. The line
performing better in their job as a result of their
managers observed measurable gains in the same
involvement.
business-relevant skills as those reported by the
volunteers themselves.
The second aspect of integration involves a formal
appraisal and evaluation process after completing
There is also very clear evidence that the skills and
the volunteering assignment. The findings show that
competencies developed through volunteering
among those whose volunteering activities are part
assignments are of direct relevance to the
of the appraisal process, the majority agree that
companies involved. Most of these skills feature in

84
Volunteering – The Business Case

the experience has helped them perform better in In contrast, the companies involved in this research
their job. Evidence of this can be seen in the case are typically investing at least £400 per person per
studies. In addition, proportionately more of these annum to develop relevant skills and
volunteers report that they have developed the competencies in their staff – although data from a
skills and competencies considered by the broader UK survey on training costs suggest that the
research. typical training spend per employee could be
considerably higher.
4.
It is also important to note that different Hence, for those companies seeking to develop
volunteering activities are more effective in core competencies – such as communication skills;
developing specific skills and competencies. Some influencing and negotiation skills; and planning and
of the key observations are as follows: organisational skills – the cost of doing so through
volunteering assignments is certainly no more
Student mentoring is particularly helpful in expensive than traditional approaches to training
developing the volunteer’s skills and abilities in and development, and might be considerably less.
coaching and helping others to improve by guiding
and developing their performance. 6.
However, the argument in support of employee
Evidence from those who have participated in volunteering does not simply rest on a direct cost
running enterprise workshops reveals significant comparison with other forms of training and
skills development across a number of areas – development. It is important to consider the wider
particularly leadership, adaptability, teamworking benefits of volunteering as part of a company’s
and building relationships and networks. community investment activities.

The role of school governor is perhaps the most o This research has shown that, apart from
challenging volunteering activity considered in this developing new skills, the individual employee
research study and the one which delivers the most benefits from improved morale and increased
significant skills gain. Respondents particularly job satisfaction, motivation and commitment to
highlight their development in team working, the company as a direct result of the
influencing and negotiation skills. In addition, this opportunities afforded by their volunteering
type of volunteering activity is extremely useful for experience. In addition, volunteers assert that
developing hard business skills including financial they gain greatly from the opportunity to do
skills such as planning budgets; business awareness; something meaningful that helps others; and
and in developing technical and professional skills. that through this experience they feel better
about themselves and about the organisation
The most common volunteering activity, they work for.
reading, language and number partnering, was
o In addition, we know from previous research
particularly helpful in developing skills in the area
that there are many benefits accruing to the
of communication and influencing and also
business itself from a well managed community
negotiating.
investment programme. As well as the positive
impact on staff reported above, benefits
Supporting an education-related charity was
include building and maintaining the
particularly helpful in developing team working
company’s “licence to operate” and the
skills, building relationships and networks, and
advantages that accrue from improved brand
financial skills.
reputation.

5. o Most importantly, working to provide structured


Turning to a consideration of the costs involved, it is support for community partners delivers real
clear that employee volunteering programmes social benefits to the partner organisation
can be delivered for relatively modest costs. which gains from the advice, guidance,
Overall, the research found that among knowledge and experience of the volunteers.
respondent businesses the average annual
cost to support each volunteer involved in an
This research did not attempt to assign a financial
education based activity in London is £381 per
value to any of these additional benefits
person per annum. This figure is the full cost
associated with the volunteering experience.
including the direct management costs and all
However, it is vital that these positive returns
additional costs involved in running an effective
are taken into account when we consider
volunteering programme.
the costs and benefits of organising a
volunteering programme.

85
Volunteering – The Business Case

7. Finally, the team was concerned that the


Overall we believe the findings described above evaluation tool must address two major challenges
are the strongest articulation of the business case usually associated with assessment techniques –
for supporting employee volunteering resources and knowledge. Building on Corporate
programmes that we have seen in research Citizenship’s previous work, and by responding to
published on this subject to date. the advice and guidance of those involved in the
consultative process, the research team
developed an evaluation framework that is both
7.3 simple to use and highly effective in delivering
Lessons from the Research Process robust measurement of the skills and
competencies developed through volunteering
As we reported in Chapter 1, very few of the assignments. Whilst this developed for use in
16 companies participating in this research have education programmes but it could be applied
attempted to assess in any formal way the skills more broadly.
and competencies gained through volunteering,
although some companies are using informal Overall, it was felt that the research was “breaking
processes of self-assessment feedback among new ground” for all of the organisations involved in
volunteers. As such, the research process itself was the study. The competency framework and
taking these companies into unchartered territory. evaluation tool was an innovative development,
allowing companies to assess the impact of their
However, the research was designed to build on volunteering activities in a way that none of them
existing practice among these companies to had done before.
ensure that the results – and more importantly the
research tools – are widely applicable to
companies in any sector or any location that are 7.4
seeking to assess the impact of their volunteering Concluding Remarks
activities.
The research team hopes that other companies
As such, the starting point for assessing the can learn from the evidence gathered with the
competencies developed through volunteering help of all the businesses which took the time,
assignments was a careful consideration of the trouble and effort to assess the impact of their
mainstream skills and competencies companies volunteering programmes by getting involved in
look to develop more broadly among employees. this study.
The aim was to ensure that the evaluation tool
would measure development in skills and With their help the research has demonstrated that
competencies that are directly relevant to the volunteering can develop skills and competencies
business. across a broad range of business relevant areas.
These companies have also shown that
In addition, it became clear that when considering volunteering delivers wider benefits for its
the development gains from volunteering, it is employees and the business itself.
important to include some of the broader impacts
on the individual in terms of increased self- Perhaps most importantly, working to provide
confidence, pride in the company and motivation. structured support for community partners delivers
real social benefits to the partner organisation
Equally, it is not enough to simply assess the skills which gains from the advice, guidance,
and competencies developed through the knowledge and experience of the volunteers. It is
volunteering experience; it is also important to this potential for both partners to benefit that
understand what happens to the individual before underlines the real business value of supporting
and after the event. As such the evaluation tool employee volunteers.
was designed to consider the motives behind an
individual’s decision to become involved in
volunteering, and whether their experiences
gained through volunteering were assessed in
appraisal processes.

86
Volunteering – The Business Case

87
Volunteering – The Business Case

Acknowledgements

Corporate Citizenship would like to thank the


following people and organisations for their
involvement in this research study:

Kevan Baker, Aviva


Camilla Fletcher, Bank of America Merrill Lynch
Joanne Dooley, BDO LLP
Karen Green, BNY Mellon
Bryony Scragg, BNY Mellon
Geoff Lane, Business in the Community
Petra Wilton, Chartered Management Institute
Davina Pilkington, City Action
Andrea Eccles, City HR Association
Melanie Beskin, CMS Cameron McKenna
Zoe Humphrey, Community Service Volunteers
Joanna Keefe, Credit Suisse
Kate Cavelle, Deutsche Bank
Louise Muller, East London Business Alliance
Nicky Major, Ernst & Young
James Daffurn, Freshfields Bruckhaus Deringer
Linda Harris, Financial Services Authority
Fiona Rawes, Heart of the City
Donna Ore, HSBC
Alison Gardner, Investec
Anthony Harte, Nomura
Victoria Hoe, Nomura
Caroline Pyke, Rothschild
Sheralee Morris, Santander
Steve Acklem, SGOSS
Michael Collins, Société Générale
Patsy Francis, UBS

In addition, the authors of this report would like to


thank colleagues in Corporate Citizenship for their
help, advice and guidance throughout the
research project. These include Mike Tuffrey,
Jon Lloyd, Chad Rogerson, Sue Woolcott and
Nicole Clucas.

88
Volunteering – The Business Case

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Volunteering – The Business Case

Appendices

APPENDIX A – Aviva UK Volunteer Research Results 92

APPENDIX B – Retrospective Survey 94

APPENDIX C – Before and after survey 97

APPENDIX D – Line Manager Survey 100

APPENDIX E – Skills Developed Through Specific Volunteering Activities 103

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Volunteering – The Business Case

Appendix A –
Aviva UK Volunteer Research Results

Table 1
Personal Impact

Not relevant No Difference A little Some Significant


Improvement Development Development

Volunteering has improved my…

… adaptability 5.2%(5) 8.3% (8) 33.3% (32) 42.7% (41) 10.4% (10)

… teamworking skills 11.7% (11) 9.5% (9) 18.0% (17) 44.6% (42) 15.9% (15)

… communication skills 3.1% (3) 6.1% (6) 16.4% (16) 54.6% (53) 19.5% (19)

… influencing / negotiating skills 15.4% (15) 13.4% (13) 13.4% (13) 47.4% (46) 10.3% (10)

… problem solving skills 16.8% (16) 13.6% (13) 25.2% (24) 33.6% (32) 10.5% (10)

… leadership skills 12.2% (11) 17.7% (16) 30.0% (27) 22.2% (20) 17.7% (16)

… planning & organisation skills 10.0% (10) 20.0% (20) 28.0% (28) 25.0% (25) 17% (17)

… decision making 15.2% (14) 23.9% (22) 23.9% (22) 26.0% (24) 10.8% (10)

… maximising performance of others 8.6% (8) 9.7% (9) 32.6% (30) 20.3% (27) 19.5% (18)

… financial skills 66.6% (58) 24.1% (21) 5.7% (5) 3.4% (3) 0

… customer focus 32.2% (29) 14.4% (13) 31.1% (28) 16.6% (15) 5.5% (5)

… excellence & continuous improvement 34.0% (30) 14.7% (13) 25.0% (22) 21.5% (19) 4.5% (4)

… business awareness 50.0% (44) 27.2% (24) 17.0% (15) 5.6% (5) 0

… technical / professional skills 53.4% (47) 23.8% (21) 14.7% (13) 7.9% (7) 0

Table 2
Personal Outlook on Aviva / job

Strongly Disagree Agree Strongly Not


Disagree Agree Applicable
Volunteering has improved my…

… self confidence 0.9% (1) 5.9% (6) 55.4% (56) 32.6% (33) 4.9% (5)

… sense of well being and happiness 0 2.4% (2) 53.6% (44) 41.6% (34) 2.4% (2)

… understanding & empathy with people 0 2.8% (3) 49.0% (51) 45.1% (47) 2.8% (3)

… awareness of wider social issues 0 3.8% (4) 44.6% (46) 47.5% (49) 3.8% (4)

… job satisfaction 3.1% (3) 6.3% (6) 51.5% (49) 22.1% (21) 16.8% (16)

… pride in Aviva / my job 2.0% (2) 5.0% (5) 56.5% (56) 25.2% (25) 11.1% (11)

… commitment to Aviva 1.9% (2) 8.7% (9) 52.4% (54) 23.3% (24) 13.5% (14)

… motivation 1.0% (1) 9.3% (9) 53.1% (51) 29.1% (28) 7.2% (7)

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Volunteering – The Business Case

Table 3
Impact on behaviour

Strongly Disagree Agree Strongly Not


Disagree Agree Applicable
Since volunteering I am more likely to …

... undertake more volunteering 0 9.0% (9) 50.0% (50) 40.4% (40) 0

… recommend volunteering to a colleague 0 4.9% (5) 40.5% (41) 53.4% (54) 0.9% (1)

… talk positively about Aviva 0.9% (1) 4.9% (5) 52.9% (54) 29.4% (30) 11.7% (12)

Table 4
Impact on career development

Strongly Disagree Agree Strongly Not


Disagree Agree Applicable
Skills and experience gained through volunteering …

… has helped me perform better in my job 1.2% (1) 20% (16) 43.7% (35) 13.7% (11) 21.2% (17)

… helps me apply for more senior roles 2.2% (2) 37.7% (34) 23.3% (21) 13.3% (12) 23.3% (21)

… has been / will be used in my review 5.8% (6) 25.4% (26) 39.2% (40) 12.7% (13) 16.6% (17)

93
Appendix B –
Retrospective Survey

Employee volunteer impact assessment form About the volunteering opportunity


Volunteering opportunity name

You have recently taken part in an employee


volunteering activity. Volunteering opportunity description (select from list)
School governor

This survey has been created in order to assess Reading/language/number partner


Student mentoring
the skills and competancies you have gained Mentoring or other support to school staff
through volunteering. Enterprise workshop
Work experience programme
Support education related charity
All answers are strictly confidential. We would
Other
be very grateful if you could please take a
moment to answer the questions below School / Education partner name (write name in box)

Date volunteering opportunity started (e.g. DD/MM/YYYY)

Date volunteering opportunity ended (e.g. DD/MM/YYYY)

How many paid working hours did you contribute?


(write hours in box)

How many non-working hours did you contribute?


(write hours in box)

Date you are completing this questionnaire (e.g. DD/MM/YYYY)

Objectives
What was the main driver behind you volunteering?
(select one from list)
Develop new skills
Give something back to society
Meet new people
Something different from usual day role
Encouraged to volunteer by colleague
Other

94
Volunteering – The Business Case

Please answer the following questions by indicating the degree to


which you feel the statement relates to your volunteering experience

1. Impact on job-related skills


Descriptions: Not relevant No A little: Some Significant
to this activity difference e.g. improvement development: development:
in my awareness e.g. demonstrable Significant
of my ability improvement that improvement in
in this area I can use in my work my ability that
a. Your personal effectiveness or personal life from I can apply on
The volunteering activity improved my… time to time a regular basis
(tick relevant descriptions)
adaptability
teamworking skills
communication skills
influencing / negotiation skills
problem solving skills

b. Management effectiveness
The volunteering activity improved my…
(tick relevant descriptions)
leadership skills
planning & organisation skills
decision making
maximising performance of others
financial skills

c. Your business effectiveness


The volunteering activity improved my…
(tick relevant descriptions)
relationship building
willingness to continually improve
business awareness
technical / professional skills

2. Personal impact
Descriptions: Strongly Disagree Agree Strongly agree Not
disagree applicable
a. Personal
The volunteering activity improved my…
(tick relevant descriptions)
self-confidence
sense of well-being / happiness
understanding of & empathy with other people
awareness of wider social issues

b. Outlook on company/job
The volunteering activity increased my…
(tick relevant descriptions)
job satisfaction
commitment to the company
motivation

3. Impact on behaviour
Since the activity I am more likely to…
(tick relevant descriptions)
undertake more volunteering
recommend volunteering to a colleague
talk positively about the company

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Volunteering – The Business Case

4. Impact on career development


The skills and experience gained from the volunteering activity…
Strongly Disagree Agree Strongly agree Not
disagree applicable
(tick relevant description)
have helped me perform better in my job
make me better able to apply for
more senior positions
have been/will be assessed in my
appraisal process

5. Additional Information
Have you benefited in any other way from
the volunteering activity?
Yes
No
(if yes, write a brief description in this box)

About the volunteer


What is your job grade/level?
Admin
Supervisor
Line manager
Senior manager
MD/Partner
Other

What is your gender?


Female
Male

How long have you worked in this company?


Less than 1 year
1-3 years
3-6 years
6-10 years
More than 10 years

Is this your first experience of volunteering?


Yes
No

How old are you?


25 or under
26-35
36-45
46-55 Thank you for taking the time to
56 or above complete this survey.

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Volunteering – The Business Case

Appendix C –
Before and after survey

New employee volunteer impact 1. About the volunteering opportunity


assessment form Volunteering opportunity name

This research takes the form of two Volunteering opportunity description (select from list)
questionnaires with the same format – the first School governor

will be carried out before you begin your Reading/language/number partner


Student mentoring
vounteering , to provide a self-assessment of Mentoring or other support to school staff
your current level of skills and / or knowledge in Enterprise workshop
a particular area. You will be asked to fill out Work experience programme
Support education related charity
the same questionnaire again at a later date
Other
to see whether you feel that you
have noticed an improvement in any of these School / Education partner name (write name in box)
areas.

We anticipate that each of the questionnaires Date volunteering opportunity started (e.g. DD/MM/YYYY)
should take no longer than 10 minutes to
complete. The results that we collect will be
very useful in assessing volunteering Your details; in order to track your response when we survey you
learning and development through again in December, please provide your first name and surname in
volunteering- we also hope that these will be the boxes below. This information will be held in the strictest
confidence and is for research purposes only. Your name and
useful to you in monitoring the impact that
individual response will not be disclosed to your employer.
volunteering is having on your personal First name
development. All answers are strictly
confidential.
Surname

Objectives
What was the main driver behind you volunteering?
(select one from list)
Develop new skills
Give something back to society
Meet new people
Something different from usual day role
Encouraged to volunteer by colleague
Other

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Volunteering – The Business Case

Please answer the following questions by indicating your ability / skill level in the following
competencies.

For the following questions, please indicate your ability using a 1 – 10 scale. This should reflect your
current skill level and you will be asked again in December whether there has been any change to
this rating. 1 indicates minimal ability and 10 indicates a full understanding and ability in that area.

2. Job-related skills

a. Your personal effectiveness

(tick relevant scale box) 1 2 3 4 5 6 7 8 9 10 not applicable

adaptability; being effective in


different suroundings
teamworking skills
communication skills
influencing / negotiation skills
problem solving skills

b. Management effectiveness

(tick relevant scale box) 1 2 3 4 5 6 7 8 9 10 not applicable

leadership skills
planning & organisation skills
decision making and exercising judgement
helping others improve; guiding
and evaluating their performance
Financial skills; eg planning budgets

c. Your business effectiveness

(tick relevant scale box) 1 2 3 4 5 6 7 8 9 10 not applicable

building relationships and networks


willingness to continually improve
business awareness
technical / professional skills

3. Personal attributes

a. Personal

(tick relevant scale box) 1 2 3 4 5 6 7 8 9 10 not applicable

self-confidence
sense of well-being / happiness
understanding of & empathy with other people
awareness of wider social issues
Job satisfaction
Pride in the company
Commitment to the company
Motivation

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Volunteering – The Business Case

4. Additional Information

What aspect of the volunteering experience do you/did you expect


to help you build or develop new/existing skills and competencies?

Yes
No
(if yes, write a brief description in this box)

Do you anticipate the volunteering activity will benefit you in any other way/did
you anticipate that the volunteering would benefit you in any other way?

Yes
No
(if yes, write a brief description in this box)

About the volunteer


What is your job grade/level?
Admin Is this your first experience of volunteering?
Supervisor Yes
Line manager No
Senior manager
MD/Partner How old are you?
Other 25 or under
26-35
What is your gender? 36-45
Female 46-55
Male 56 or above

How long have you worked in this company?


Less than 1 year
1-3 years
3-6 years
6-10 years Thank you for taking the time to
More than 10 years complete this survey.

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Volunteering – The Business Case

Appendix D –
Line Manager Survey

Line manager assessment of the impact of employee volunteering

Many of your colleagues, some of whom report to you (your ‘reports’), have completed a survey
looking at the skills and competencies they have gained through volunteering.

This questionnaire seeks YOUR views on the potential of volunteering activities to help employees
develop skills and competencies.

In providing your responses, please think about the skills development you have observed in your
direct staff reports who you know have undertaken volunteering activities.

As far as possible, please try to assess the skills gain that you think can be directly attributed to the
learning and development employees have experienced through volunteering.

We would be very grateful if you could please take a moment to answer the questions below.

ALL ANSWERS ARE STRICTLY CONFIDENTIAL.


1. Your role as line manager

Approximately how many people report into you?

Of these people, approximately how many have been actively


involved in your company’s volunteering activities during the past
12 months?

Of these volunteers, approximately how many were engaged in


volunteering in schools, colleges or other educational initiatives?

For the following questions, please indicate the degree to which


you feel each statement relates to your staff who have been
involved in volunteering in education programmes.

2. Impact of volunteering activity on skills development

EXAMPLE RESPONSE:
Think about the number of staff who report to you that you know have been involved in volunteering in education programmes.

How many people and to what extent, did they develop skills in the following areas:
Example: I have 15 people who report to me that have been involved in volunteering in education programmes. They have developed skills as
follows:

No A little Some Significant Not Don’t


difference development development development relevant Know
Adaptability;
being effective in different suroundings 3 4 6 2

Teamworking skills 2 5 5 3

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Volunteering – The Business Case

Thinking about the staff who report to me that have been involved
in volunteering in education programmes, I believe the following
number of people have developed skills to the following extent in
these areas:

No A little Some Significant Not Don’t


difference development development development relevant Know

Adaptability;

being effective in different suroundings

Teamworking skills

Communication skills

Influencing / negotiation skills

Problem solving skills

Leadership skills

Planning & organisation skills

Decision making and exercising judgement

Helping others improve; guiding and

evaluating their performance

Financial skills; eg planning budgets

Ability to build relationships and networks

Willingness to continually improve

Business awareness

Technical / professional skills

3. Impact of volunteering activity on career development


Thinking about all those staff who report to me, I feel that the experience
they have gained through volunteering in education has:
(Please insert "X" in the appropriate box for each statement)

Helped them to perform better in their job

Made them better prepared to apply

for more senior positions

Been/will be assessed in their appraisal process

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Volunteering – The Business Case

4. Additional Information
Overall, do you feel that the experience gained by volunteers
helps them to develop skills and competencies that are useful to
your business?

Yes
No

If yes, what aspects of the volunteering experience do you think


are most important in helping staff to develop their skills and
competencies?
(Please write a brief description in the box)

Are there any aspects of employee volunteering that are NOT helpful for the business?
(If yes, please write a brief description in the box)

Thank you for taking the time to


complete this survey.

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Volunteering – The Business Case

Appendix E –
Skills Developed Through Specific
Volunteering Activities

Table 1
Reading / language / number partners

No difference A little Some Significant Not relevant to Response


development development this activity Count

Impact on job-related skills. The volunteering activity improved my…

… adaptability; being effective


in different suroundings 16.0% (32) 30.5% (61) 40.5% (81) 8.0% (16) 5.0% (10) 200

… teamworking skills 33.0% (66) 23.0% (46) 27.0% (54) 6.5% (13) 10.5% (21) 200

… communication skills 10.0% (20) 26.4% (53) 42.8% (86) 17.9% (36) 3.0% (6) 201

… influencing / negotiation skills 28.5% (57) 23.5% (47) 26.5% (53) 10.5% (21) 11.0% (22) 200

… problem solving skills 34.5% (69) 19.5% (39) 26.5% (53) 8.0% (16) 11.5% (23) 200

… leadership skills 36.3% (73) 17.4% (35) 25.9% (52) 8.0% (16) 12.4% (25) 201

… planning & organisation skills 37.0% (74) 22.0% (44) 25.5% (51) 7.5% (15) 8.0% (16) 200

… decision making and exercising


judgement 36.0% (72) 22.5% (45) 23.5% (47) 6.5% (13) 11.5% (23) 200

… helping others improve; guiding


and evaluating their performance 13.1% (26) 16.6% (33) 39.7% (79) 25.6% (51) 5.0% (10) 199

… financial skills; e.g. planning budgets 57.5% (115) 2.5% (5) 5.0% (10) 1.0% (2) 34.0% (68) 200

… building relationships and networks 23.5% (47) 31.0% (62) 30.0% (60) 10.0% (20) 5.5% (11) 200

… willingness to continually improve 28.5% (57) 24.0% (48) 33.0% (66) 8.5% (17) 6.0% (12) 200

… business awareness 52.2% (105) 9.0% (18) 10.4% (21) 0.5% (1) 27.9% (56) 201

… technical / professional skills 51.0% (102) 11.5% (23) 12.5% (25) 0.5% (1) 24.5% (49) 200

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Volunteering – The Business Case

Table 2
Student Mentoring

No difference A little Some Significant Not relevant to Response


development development this activity Count

Impact on job-related skills. The volunteering activity improved my…

… adaptability; being effective in


different suroundings 11.2% (10) 24.7% (22) 50.6% (45) 11.2% (10) 2.2% (2) 89

… teamworking skills 24.7% (22) 25.8% (23) 34.8% (31) 6.7% (6) 7.9% (7) 89

… communication skills 7.9% (7) 16.9% (15) 56.2% (50) 16.9% (15) 2.2% (2) 89

… influencing / negotiation skills 20.5% (18) 21.6% (19) 40.9% (36) 12.5% (11) 4.5% (4) 88

… problem solving skills 27.0% (24) 24.7% (22) 32.6% (29) 10.1% (9) 5.6% (5) 89

… leadership skills 24.7% (22) 22.5% (20) 37.1% (33) 7.9% (7) 7.9% (7) 89

… planning & organisation skills 21.3% (19) 23.6% (21) 34.8% (31) 12.4% (11) 7.9% (7) 89

… decision making and exercising


judgement 19.3% (17) 26.1% (23) 35.2% (31) 11.4% (10) 8.0% (7) 88

… helping others improve; guiding


and evaluating their performance 9.0% (8) 10.1% (9) 41.6% (37) 37.1% (33) 2.2% (2) 89

… financial skills; e.g. planning budgets 57.3% (51) 12.4% (11) 2.2% (2) 0.0% (0) 28.1% (25) 89

… building relationships and networks 21.3% (19) 19.1% (17) 31.5% (28) 11.2% (10) 16.9% (15) 89

… willingness to continually improve 21.3% (19) 24.7% (22) 33.7% (30) 9.0% (8) 11.2% (10) 89

… business awareness 44.9% (40) 12.4% (11) 12.4% (11) 1.1% (1) 29.2% (26) 89

… technical / professional skills 41.6% (37) 9.0% (8) 14.6% (13) 7.9% (7) 27.0% (24) 89

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Volunteering – The Business Case

Table 3
Enterprise Workshops

No difference A little Some Significant Not relevant to Response


development development this activity Count

Impact on job-related skills. The volunteering activity improved my…

… adaptability; being effective in


different suroundings 8.8% (5) 15.8% (9) 52.6% (30) 19.3% (11) 3.5% (2) 57

… teamworking skills 10.7% (6) 30.4% (17) 30.4% (17) 25.0% (14) 3.6% (2) 56

… communication skills 3.6% (2) 17.9% (10) 50.0% (28) 25.0% (14) 3.6% (2) 56

… influencing / negotiation skills 17.5% (10) 21.1% (12) 40.4% (23) 14.0% (8) 7.0% (4) 57

… problem solving skills 17.5% (10) 31.6% (18) 35.1% (20) 10.5% (6) 5.3% (3) 57

… leadership skills 19.3% (11) 17.5% (10) 36.8% (21) 21.1% (12) 5.3% (3) 57

… planning & organisation skills 24.6% (14) 19.3% (11) 31.6% (18) 19.3% (11) 5.3% (3) 57

… decision making and exercising


judgement 23.2% (13) 26.8% (15) 30.4% (17) 14.3% (8) 5.4% (3) 56

… helping others improve; guiding


and evaluating their performance 8.8% (5) 15.8% (9) 38.6% (22) 33.3% (19) 3.5% (2) 57

… financial skills; e.g. planning budgets 49.1% (28) 14.0% (8) 10.5% (6) 1.8% (1) 24.6% (14) 57

… building relationships and networks 15.8% (9) 22.8% (13) 42.1% (24) 8.8% (5) 10.5% (6) 57

… willingness to continually improve 14.0% (8) 26.3% (15) 36.8% (21) 15.8% (9) 7.0% (4) 57

… business awareness 40.4% (23) 24.6% (14) 19.3% (11) 3.5% (2) 12.3% (7) 57

… technical / professional skills 38.6% (22) 24.6% (14) 22.8% (13) 3.5% (2) 10.5% (6) 57

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Volunteering – The Business Case

Table 4
Supporting an Education Related Charity

No difference A little Some Significant Not relevant to Response


development development this activity Count

Impact on job-related skills. The volunteering activity improved my…

… adaptability; being effective


in different suroundings 24.1% (13) 25.9% (14) 37.0% (20) 7.4% (4) 5.6% (3) 54

… teamworking skills 27.8% (15) 14.8% (8) 37.0% (20) 14.8% (8) 5.6% (3) 54

… communication skills 13.0% (7) 20.4% (11) 51.9% (28) 13.0% (7) 1.9% (1) 54

… influencing / negotiation skills 33.3% (18) 24.1% (13) 25.9% (14) 13.0% (7) 3.7% (2) 54

… problem solving skills 31.5% (17) 20.4% (11) 24.1% (13) 13.0% (7) 11.1% (6) 54

… leadership skills 24.1% (13) 24.1% (13) 27.8% (15) 14.8% (8) 9.3% (5) 54

… planning & organisation skills 24.1% (13) 25.9% (14) 25.9% (14) 18.5% (10) 5.6% (3) 54

… decision making and exercising


judgement 29.6% (16) 22.2% (12) 35.2% (19) 5.6% (3) 7.4% (4) 54

… helping others improve; guiding


and evaluating their performance 18.5% (10) 25.9% (14) 33.3% (18) 13.0% (7) 9.3% (5) 54

… financial skills; e.g. planning budgets 50.0% (27) 14.8% (8) 16.7% (9) 3.7% (2) 14.8% (8) 54

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Volunteering – The Business Case

Table 5
School Governors

No difference A little Some Significant Not relevant to Response


development development this activity Count

Impact on job-related skills The volunteering activity improved my…

… adaptability; being effective in


different suroundings 12.2% (6) 26.5% (13) 36.7% (18) 22.4% (11) 2.0% (1) 49

… teamworking skills 10.4% (5) 18.8% (9) 54.2% (26) 16.7% (8) 0.0% (0) 48

… communication skills 6.3% (3) 18.8% (9) 45.8% (22) 29.2% (14) 0.0% (0) 48

… influencing / negotiation skills 12.2% (6) 20.4% (10) 46.9% (23) 20.4% (10) 0.0% (0) 49

… problem solving skills 20.4% (10) 24.5% (12) 38.8% (19) 16.3% (8) 0.0% (0) 49

… leadership skills 18.4% (9) 32.7% (16) 32.7% (16) 16.3% (8) 0.0% (0) 49

… planning & organisation skills 22.4% (11) 30.6% (15) 32.7% (16) 14.3% (7) 0.0% (0) 49

… decision making and exercising


judgement 16.3% (8) 30.6% (15) 34.7% (17) 18.4% (9) 0.0% (0) 49

… helping others improve; guiding


and evaluating their performance 18.4% (9) 28.6% (14) 36.7% (18) 14.3% (7) 2.0% (1) 49

… financial skills; e.g. planning budgets 42.9% (21) 14.3% (7) 26.5% (13) 12.2% (6) 4.1% (2) 49

… building relationships and networks 20.4% (10) 36.7% (18) 24.5% (12) 8.2% (4) 10.2% (5) 49

… willingness to continually improve 22.4% (11) 32.7% (16) 28.6% (14) 12.2% (6) 4.1% (2) 49

… business awareness 22.4% (11) 32.7% (16) 24.5% (12) 8.2% (4) 12.2% (6) 49

… technical / professional skills 34.7% (17) 22.4% (11) 30.6% (15) 2.0% (1) 10.2% (5) 49

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Volunteering – The Business Case

108
The City of London Corporation

The City of London is exceptional in many ways, not least in


that it has a dedicated local authority committed to
enhancing its status on the world stage. The smooth running
of the City’s business relies on the web of high quality
services that the City of London Corporation provides.

Older than Parliament itself, the City of London Corporation


has centuries of proven success in protecting the City’s
interests, whether it be policing and cleaning its streets or in
identifying international opportunities for economic growth.
It is also able to promote the City in a unique and powerful
way through the Lord Mayor of London, a respected
ambassador for financial services who takes the City’s
credentials to a remarkably wide and influential audience.

Alongside its promotion of the business community, the City


of London Corporation has a host of responsibilities which
extend far beyond the City boundaries. It runs the
internationally renowned Barbican Arts Centre; it is the port
health authority for the whole of the Thames estuary; it
manages a portfolio of property throughout the capital, and
it owns and protects 10,000 acres of open space in and
around it.

The City of London Corporation, however, never loses


sight of its primary role – the sustained and expert promotion
of the ‘City’, a byword for strength and stability, innovation
and flexibility – and it seeks to perpetuate the City’s position
as a global business leader.

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